I know what it's like to sit across from your child while they cry over a book. I've been that parent.

When my daughter started struggling to read, I did what most parents do — I trusted the school, tried extra practice at home, and waited to see if things would click. They didn't. And the more I learned about dyslexia, the more I realized that what she needed wasn't more time. It was a completely different approach.

So I went and got the training myself.

That decision set off more than a decade of focused work — a master's degree in reading, a specialist role coaching teachers on literacy intervention, and finally the most rigorous clinical credential in the field: Certified Academic Language Therapist. I didn't pursue these because they looked good on paper. I pursued them because I wanted to genuinely understand how to help kids like my daughter — and I wasn't willing to stop until I did.

Today I bring more than 20 years of classroom experience to every session. I've worked with children with dyslexia from age four through eighth grade — from kids who are just learning that letters make sounds, to teenagers who have spent years struggling without success, accumulating frustration faster than progress, and quietly starting to believe they simply weren't smart enough to read. The heart of my classroom career was 1st and 2nd grade — the critical window when reading either takes hold or starts to unravel — and that's where my instincts are sharpest.

I've written intervention plans, coached teachers, and worked inside the same school systems your child is navigating. I know exactly where those systems fall short, and exactly what to do about it.

But the thing that matters most isn't on my résumé. It's that I've sat where you're sitting. I've watched my own child work harder than everyone else in the room and still fall behind. I understand the urgency you feel — because I've felt it too.

That's not something you can train for. And it's what I bring to every single family I work with.