There is no mystery to reading intervention. There is a sequence, and most kids who fall behind fell off it at one identifiable point. The work is finding that point and not guessing.
Twenty minutes on a video call. You describe what reading looks like in your house. I'm listening for specific things: whether your child can hear and manipulate individual sounds in a word, whether they're decoding or guessing, whether they read accurately but slowly, or fluently but without retaining anything. Those are four different problems with four different plans.
At the end I tell you which of those it sounds like, and whether I'm the right person. Some kids need a speech-language pathologist, or a vision workup, or an evaluation I can't do. I would rather say that in the first twenty minutes than take your money for six months.
This is where everyone starts, and it is useful on its own. I sit with your child directly and work through phonological awareness, decoding of real and nonsense words, reading accuracy and rate on connected text, and comprehension with the decoding load removed. Nonsense words matter: a child who reads "sun" from memory but can't read "bim" is not decoding, they are recalling, and that ceiling arrives around third grade.
You get a written plan: what is intact, what is missing, the order it has to be rebuilt in, and what progress should look like month by month. It is yours whether or not you ever book a session with me. Some families only ever buy this, take the plan, and run it themselves. That is a perfectly good outcome.
What it costsShort, explicit, and the same shape every time. Ten minutes. Kids who are behind need the predictable part to be predictable.
One concept per session, taught directly rather than discovered. Then practised until it is automatic, not just understood.
Something they want to finish. This is the part they show up for, and it is where the skills stop being exercises.
What we did, what moved, and the one thing to practise before next time. Short enough that you'll read it.
A child two years behind does not catch up in six weeks, and anyone who tells you otherwise is selling something. With two sessions a week and practice in between, most families see the first real change — usually in willingness before accuracy — inside the first month. Measurable movement in decoding or fluency typically takes a term. Closing a multi-year gap is a year or more of steady work.
I will tell you at the assessment what I think the realistic shape is for your child. If we get three months in and the plan isn't working, we change the plan, or I tell you I'm not the answer.
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