Monica’s Success Story

Monica’s Success Story

Monica first began working with me at the end of her first-grade year. Reading had been a challenge for her since kindergarten, but her school had a policy of withholding interventions until a student was two full grade levels behind. Rather than wait, we got started right away, building a strong foundation in phonemic awareness and phonics.

Monica required a great deal of repetition and consistent review. We revisited skills again and again to help her gain confidence and mastery. When she entered second grade, her parents pursued private testing and advocated for additional support at school. With that information in hand, the school began providing small group instruction to supplement her tutoring.

This combination of targeted tutoring and school-based support made a tremendous difference. Monica gradually began to understand the structure and rules of reading, and by fifth grade, she was reading grade-level texts independently.

Today, Monica is preparing to begin her senior year of high school. She’s an A student who excels across all academic subjects. She loves to read and has already been accepted to college. While spelling remains a challenge, Monica has developed effective strategies to manage it and continues to thrive.

(Student’s name and image have been changed for privacy.)

The Power of Early Dyslexia Intervention

Monica’s journey is a powerful reminder of the progress that’s possible with timely intervention, persistence, and the right support system. Without structured literacy instruction, many bright students continue to struggle unnecessarily. Dyslexia doesn’t go away, but with the right support, kids with dyslexia can succeed in school and beyond.

Is Your Child Struggling with Reading? We Can Help!

At Apricot Tree Academy, we offer a proven Dyslexia Intervention Program designed to help struggling readers build strong literacy skills. If your child is falling behind in reading, spelling, or writing, don’t wait for the school to take action—early intervention is key!