If yours isn't here, ask it on the free call — that's what the call is for.
For this kind of work, yes — and in some ways better. Reading intervention is one adult, one child, a text and a conversation. There's no equipment. On a screen I can put the exact text in front of your child, mark it as we go, and give them my full attention with none of the interruptions a classroom has.
What it does require is a reliable connection, headphones, and a quiet twenty minutes of your household. Younger children sometimes need a parent nearby for the first session or two. I'll tell you honestly on the call if I think your child is too young or too dysregulated for this format to work.
No. A good share of the kids I work with have no diagnosis, and plenty of them don't need one to make progress. I'm not a diagnostician — I can't and won't tell you your child has dyslexia. What I can do is identify precisely which reading skills are missing and teach them, which is the same work either way.
If what I see in the assessment suggests a formal evaluation would help you — for school records, or to access a state program — I'll say so and tell you what kind of professional to approach.
A tutoring chain will usually give you a general tutor working from a fixed program, often a different person each term, frequently in a small group. An app gives you a sequence that can't see your child. Both can help a kid who is slightly behind and basically on track.
A kid who has genuinely fallen off the sequence needs someone who can work out where they fell off and change course. That's a specialist judgement, and it's the thing twenty-one years of special education actually buys you.
In many states, yes — one-to-one tutoring is commonly an approved expense, especially where there's an IEP, a diagnosis or a documented learning difference. Rules, amounts and provider requirements vary by state and change from year to year, so I won't quote your program's specifics on a web page.
Tell me your state on the call and I'll tell you what I know about how providers are approved there and what documentation you're likely to be asked for.
Expect some resistance at the start. A child who has failed at reading for years has good reason to be suspicious of another adult promising to fix it. That's why what we read matters so much, and why the first few sessions are as much about proving I'm not going to embarrass them as about the skills.
If after a few weeks your child is still genuinely fighting it, that's useful information rather than a failure, and we should talk about whether something else is going on.
Twice a week, fifty minutes, is what works for most kids. Once a week is enough to maintain but slow to close a gap. As for how long: expect to see willingness change inside a month, measurable decoding or fluency change over a term, and a multi-year gap to take a year or more of steady work.
My work is mostly ages 8 to 15, which is where my classroom experience sits. I'll take younger children case by case — it depends a lot on attention and on whether a parent can be alongside. For adults, I'm not the right fit and I'd point you to adult literacy specialists instead.
A quiet space and a working connection at session time, five minutes on the practice task between sessions, and honesty about what's happening at home. You don't need to teach anything, grade anything, or run a curriculum.