There are no age restrictions. We enroll students as young as 6 and as “mature” as 60. It is never too early. It is never too late.

Yes. It is never too early. It is never too late to learn to read.

Yes. Our offices are open Monday-Thursday 8:00 AM to 5:00 PM CST.

Yes. All of our services are remote.

Yes.

Yes. Let’s talk.

We do not require formal testing or diagnosis to enroll. Any struggling reader or student with dyslexia is welcome at JUMP Reading.  Adult classes are also available.

The first step is to schedule a consultation.  Consultations can be scheduled by using this link.  This is a good time for us to learn about your student and create a plan for instruction.

All of our school age student services are one-to-one.  Adults participate in small group classes and benefit from each other’s support.

School age students receive a one-hour session two times per week.

Learning to read is a vulnerable process and creating trust between student and teacher is an important component to the success of the program. All of our students, including the adults, have consistent interventionists so they can develop a strong and trusting relationship.

Tuition is based on the enrollment package you select. School age students are seen 2 times per week for one hour each session and tuition varies from $400 - $500 per month.  Adult class are a different program and have different tuition packages.  Contact us for additional information.

No testing or diagnosis is required. We can help all struggling readers.

In a one-hour, parent-only meeting, we will hear your child’s story, provide insight, and develop a plan to meet your child’s needs.

No, but students with dyslexia can learn to read.

Reading and intelligence are not related. A dyslexia diagnosis explains struggles with learning to read.

The Orton Gillingham Approach is a structured literacy program developed from science-based research.  Studies show that it is successful among 95%  struggling readers.

No, the Orton-Gillingham Approach is effective for all struggling readers.

Many successful people are also dyslexic. See It’s a Dyslexic Party!

Do not wait. Seek help from your school or outside services.

What can you do at home?

Also check out our resources page.

You may also want to schedule a consultation.

Remember that you are part of a team. You are working with the school, teachers, counselors, and administrators to help your child succeed. Celebrate successes with the whole team. Consider reading Dyslexia Advocate. Also explore the Wrightslaw website for more resources.

Yes. Empower your child by embracing their differences. Talk about what dyslexia is, and … what it is not. Use audiobooks to help create a love of learning.

You should notice an improvement in reading skills and willingness to try in the first six months of intervention. Remember, your child will not complete intervention in six months, but you should see progress.

Yes, we are here to support you by providing Orton GIllingham intervention, advocacy support and training, at-home resources, and homework strategies to help make your child’s journey easier.

Yes, parents receive a detailed report every month. Reports include a meeting with Lydia Allen, a description of what your child is currently learning, what they have learned in the past, resources for at home support, teacher feedback, and an outline of future lessons. Progress reports are designed to be used in advocacy efforts during IEP/504 meetings.

Lydia Allen is available for check in meetings Monday through Thursday and enrolled parents have access to her calendar to set up a meeting. There are also live classes for parents to learn more about dyslexia, how to support your child in and out of the classroom, and how to talk to your child about dyslexia.

IEP eligibility is based on several factors including educational impact and need for specialized services. Not every child with a dyslexia diagnosis meets the qualifications.

Not all dyslexic children quality for a 504. To receive a 504 the student must have a diagnosed disability that limits one or more major life activities.  The student must also need accommodations in order to have access to their least restrictive learning environment.

Science-based studies have shown that a phonics-based literacy curriculum (structured literacy/Orton Gillingham) is best practice when providing instruction for any students, but specifically students with dyslexia.  In fact, studies show 95% of students are able to learn to read using these practices.  During the 1990s, many schools adopted a balanced literacy approach designed to help kids to love literacy.  This approach focused primarily on small group instruction and while providing explicit decoding instruction on certain books, this instruction is not systematic or consistent.  Research shows the balanced literacy instruction approach can work for some students.  However, it doesn’t work for most students and is not effective for dyslexic students.

Many schools have added phonics components to their “balanced literacy” programs but are not able to provide adequate support or training to the teachers.  Additionally, the curriculum is taught in the classroom to a large group setting or smaller groups of 4-6 students. 

Orton Gillingham, Structured Literacy, or Science of Reading programs provide instruction at a speed appropriate for the individual student and with fidelity of instruction that is needed to progress.

There are many ways you can find out.  One way is simply asking your child’s teacher or someone at the school.  Another way to know is if your child’s teacher is saying your child reads at a letter level.  For example, “Johnny is currently reading level E books”.  Programs like Fountas and Pinnell, Next Steps in Guided Reading/Jan Richardson, Lucy Calkins, Read Naturally, Lexile Levels, AR (Accelerated Reading) Levels or Reading Recovery are not rooted in Science of Reading/Orton Gillingham.  Some of these and similar programs have added in “optional” Orton Gillingham components, but most do not provide intensive training on this.