My comprehensive reading tutoring program is $600 per month, based on two 60-minute private tutoring sessions per week at a rate of $75 per session.

To make payments simple and predictable for families, tuition is calculated using the Apple Valley USD’s 10-month calendar. I determine the total cost of scheduled tutoring sessions for the school year and divide it into equal monthly payments.

This means your monthly tuition stays consistent, even during months with school holidays or scheduled breaks. You'll always know what to expect, making it easier to plan and budget for your child's reading support.

My tutoring program includes much more than just our time together! Every lesson is thoughtfully planned to meet your child's unique reading needs, helping them build strong reading skills and confidence along the way.

Here's what's included:

• Two 60-minute private tutoring sessions each week using the Orton-Gillingham approach

• Personalized lesson preparation, including an additional hour each week dedicated to planning instruction specifically for your child

• Interactive reading games and engaging activities that reinforce skills and make learning enjoyable

• Reading assessments every 3–4 months to monitor progress and guide future instruction

• Written progress reports to keep you informed about your child's growth

• IEP review and parent support when needed

• Teacher collaboration when appropriate

• Regular parent updates to share progress and celebrate reading breakthroughs

With 31 years of teaching experience and specialized dyslexia certification, I bring knowledge, patience, and personalized attention to every lesson.

My goal is to do more than help your child improve their reading skills. I want them to become confident, capable readers who believe in themselves and what they can accomplish!

Before your child's first session, you'll securely add a credit card for automatic monthly payments.

Your $600 monthly payment is charged before tutoring sessions begin each month. Everything is automatic, so you never have to worry about missing a payment or interrupting your child's tutoring.

I ask for at least 24 hours' notice if your child cannot attend a session. I also understand that kids get sick and unexpected things happen!

That's why I offer flexibility for up to three late cancellations, with an opportunity to reschedule those missed sessions.

My goal is to make tutoring consistent, convenient, and as stress-free as possible for your family.

There is no single timeline for reading progress because children begin tutoring with different skills and needs. Progress can depend on the child's starting point, the severity of the reading difficulty, consistency of instruction, attendance, and opportunities to practice.

Parents should look for progress in specific skills rather than expecting an immediate jump in grade level.

Early changes might include:

• More accurate decoding

• Better recognition of spelling patterns

• Less guessing at unfamiliar words

• Improved spelling

• Greater reading accuracy

• Increasing fluency as foundational skills become stronger

Consistent instruction matters. Dyslexia intervention is generally a process rather than a quick fix.

Yes! I offer in-person reading and dyslexia tutoring at my home in Apple Valley, California, for families who live nearby and prefer face-to-face instruction. I also provide online tutoring for families locally and worldwide.

Both in-person and online tutoring use an individualized, Orton-Gillingham approach to help students in grades 1–3 strengthen their phonics, decoding, spelling, and reading fluency skills.

Some children, including those with ADHD or attention and focus challenges, may benefit from the structure and direct interaction of in-person tutoring. However, children with ADHD can also be successful with online tutoring, especially when lessons are engaging, interactive, and adapted to their individual learning needs.

My goal is to provide a supportive learning environment where each child can build reading skills and confidence, whether we work together in person or online.

You can reach me by text, email, or phone call. I will respond to your questions within 24 hours.

Phone # - 817-247-1766

Email - jessica@mohrreading.com

A struggling reader is a child who has difficulty learning to read for a variety of possible reasons. Dyslexia is a specific learning disability that primarily affects accurate and fluent word reading and spelling. While children with dyslexia are often struggling readers, not every struggling reader has dyslexia.

Why might a child struggle with reading?

Some children experience reading difficulties because of:

• Gaps in phonics or foundational reading instruction

• Limited opportunities for reading practice

• Difficulty connecting letters with sounds

• Challenges with phonemic awareness

• Language or other learning difficulties

With appropriate, targeted instruction, many children can make meaningful reading progress.

How is dyslexia different?

Children with dyslexia often experience persistent difficulties with:

• Decoding: Sounding out unfamiliar words

• Phonemic awareness: Identifying and manipulating individual sounds in spoken words

• Spelling: Remembering and applying sound-letter patterns

• Reading accuracy: Reading words correctly

• Reading fluency: Reading accurately and smoothly without excessive effort

These difficulties may continue even when a child receives appropriate classroom reading instruction and additional practice.

Can a struggling reader improve with Orton-Gillingham instruction?

Yes. The Orton-Gillingham approach provides explicit, systematic, multisensory reading instruction that can benefit children with dyslexia and other foundational reading difficulties.

As a Certified Dyslexia Practitioner with 31 years of teaching experience, I provide individualized reading instruction for students in grades 1–3 who struggle with phonics, decoding, spelling, and reading fluency.

How can parents tell the difference?

The most important things to consider are the pattern, persistence, and severity of a child's reading difficulties.

A child who continues to struggle with foundational reading skills despite appropriate instruction may benefit from a comprehensive reading evaluation.

A formal evaluation can help determine whether dyslexia or another learning difficulty is present.

The good news: Parents do not need to wait for a formal dyslexia diagnosis before seeking structured reading support. Early, targeted instruction can help children build essential reading skills.

Dyslexia often shows up as difficulty learning to read, spell, and connect letters with sounds. Children with dyslexia may be bright, curious, and strong in other areas but struggle to read words accurately and fluently, even with classroom instruction.

10 common signs of dyslexia in 1st–3rd graders

1. Difficulty sounding out words: Struggles to blend sounds together to read words, such as /c/ /a/ /t/ to make cat.

2. Guessing at words: Uses pictures or the first letter to guess instead of decoding the entire word.

3. Slow, effortful reading: Reads word by word, pauses frequently, or becomes tired when reading.

4. Difficulty remembering letter sounds: Has trouble consistently connecting letters to their sounds.

5. Poor spelling: Spells familiar words inconsistently or leaves out sounds in words.

6. Trouble recognizing familiar words: May struggle to read a word they successfully read earlier.

7. Difficulty with rhyming or sound awareness: Has trouble identifying, separating, or changing sounds in spoken words.

8. Avoiding reading activities: Becomes frustrated, anxious, or reluctant when asked to read aloud.

9. Difficulty reading unfamiliar words: Struggles to apply phonics patterns to new words.

10. A gap between listening and reading skills: Understands stories when someone reads aloud but struggles to read similar material independently.

Signs by grade level

What parents may notice

1st grade

Difficulty learning letter sounds, blending sounds, recognizing simple words, and spelling

2nd grade

Slow reading, frequent guessing, trouble remembering phonics patterns, and difficulty spelling

3rd grade

Continued decoding difficulties, poor fluency, spelling struggles, and difficulty completing independent reading assignments

Does having these signs mean a child has dyslexia?

Not necessarily. Some children experience temporary reading difficulties, while others have persistent difficulties that may indicate dyslexia or another learning need.

Early identification matters. Parents do not need to wait until a child is several grade levels behind before seeking help.

A formal evaluation can help determine whether a child has dyslexia. Structured literacy instruction, including an Orton-Gillingham approach, can help address foundational reading and spelling difficulties.

A helpful message for parents

Dyslexia is not a sign of low intelligence, laziness, or a lack of effort. Children with dyslexia can learn to read, but they often need explicit, systematic instruction and additional practice.

Orton-Gillingham is a structured approach to teaching reading and language skills that is commonly associated with instruction for students with dyslexia and other reading difficulties. Instruction is explicit, systematic, cumulative, and multisensory.

Instead of expecting a child to figure out reading patterns independently, skills are directly taught and practiced in a planned sequence.

Lessons can incorporate:

• Phonemic awareness

• Sound-symbol relationships

• Phonics and decoding

• Spelling

• Syllable patterns

• Repeated review of previously learned skills

The goal is to build strong foundations before moving to increasingly complex reading and spelling patterns.