How would I know if my child needs reading support?

You may notice your child avoids reading, becomes frustrated with schoolwork that involves text, or struggles to understand what they’ve read—even after multiple attempts. Some students may appear very quiet in class, withdraw, or try to “fly under the radar,” while others may act out behaviourally as a way to mask frustration or avoid tasks they find overwhelming.

Other signs can include slow reading, difficulty summarizing information, trouble with written responses, or declining confidence in school. If your child is working hard but not seeing results, reading support can help identify gaps and rebuild skills in a supportive, low-pressure environment.

Why can’t reading with my child every night fix the problem?

Reading with your child every night is highly recommended and incredibly valuable for building connection, vocabulary exposure, and a positive attitude toward reading. However, for many students, reading difficulties are not caused by a lack of practice alone.

The majority of struggling readers have specific skill gaps that were missed, avoided, or never fully mastered in earlier grades—such as vowel sounds, blending letter combinations, or decoding unfamiliar words. If these foundational gaps are not identified and addressed directly, simply reading more does not resolve the underlying issue.

Research suggests that approximately 60% of students require explicit, direct instruction to learn how to read effectively. While regular reading can help improve fluency (reading at a pace and with expression that supports comprehension), many students cannot become fluent until their foundational gaps are addressed first.

Targeted reading support focuses on identifying those gaps and teaching the skills explicitly—allowing reading practice at home to become more effective, less frustrating, and more rewarding for your child.

When can I expect to see progress?

Every student’s learning journey is different. Some students show small improvements quickly, while others require more time and consistency before progress becomes visible. Progress is influenced by factors such as attendance, effort, learning needs, and confidence.

While progress is not guaranteed, the goal of tutoring is to build skills, strategies, and confidence over time—helping students move forward at a pace that is realistic and sustainable for them.

What if my child has other learning challenges (such as executive functioning difficulties, ADHD, OCD, ODD, etc.)?

I have experience working with students who have a wide range of learning and behavioural challenges. Lessons are flexible and may look different depending on your child’s needs. This can include adjusted pacing, shorter sessions, structured routines, or alternative strategies to support focus and engagement.

Progress may occur at a different pace, but the approach is always student-centred and strengths-based.

What if my child is below Grade 6?

I am qualified to teach students at all grade levels; however, my professional background is in secondary education. Tutoring younger students depends largely on the child’s emotional maturity, ability to engage independently, and comfort working one-on-one.

If you feel your child is ready, I am more than happy to discuss whether tutoring would be a good fit.

What if my child needs help in a subject that isn’t listed?

My full-time role involves supporting students across all high school subject areas, including organization, study skills, and assignment completion. While I specialize in certain subjects, I may still be able to help—or guide your child in the right direction.

Please don’t hesitate to reach out if your child needs support in a subject not listed. I’m always happy to discuss options..