Catch Them Before They Fall Behind

Early reading intervention is specialized instruction for children in kindergarten through 2nd grade who are showing early signs of reading difficulty. Rather than waiting to see if a child "catches up," early intervention addresses foundational reading skills while the brain is most responsive to learning. Research shows that intervention before age 7 has a 90% success rate, compared to only 25% when intervention is delayed until age 9 or later.

Signs that your kindergartener may need reading intervention include: difficulty learning letter names and sounds, trouble with rhyming, not recognizing their written name, difficulty breaking words into sounds, slow to learn new vocabulary, and family history of reading difficulties. If your child is struggling with these foundational skills, early assessment and intervention can prevent years of frustration.

No. Children can be screened for dyslexia risk factors as early as age 4-5. While a formal dyslexia diagnosis typically happens around age 6-7, early screening can identify children at risk and allow intervention to begin before reading problems compound. Early identification is key to preventing the academic and emotional struggles that often accompany delayed diagnosis.

While you cannot prevent the neurological difference that causes dyslexia, early intervention can prevent the negative consequences of dyslexia. Children who receive early, evidence-based reading intervention can develop strong reading skills despite having dyslexic brains. Early intervention rewires the brain's reading pathways, often allowing children to read at grade level and avoiding years of struggle, frustration, and damaged self-esteem.

Early reading intervention for young children is gentle, playful, and engaging. It includes multisensory activities that use visual, auditory, and hands-on learning. Sessions are typically shorter (20-30 minutes) to match young attention spans. Activities include games with sounds and letters, singing, movement, and manipulatives. The focus is on building phonological awareness, letter-sound connections, and early decoding skills in a positive, confidence-building environment.

No. The "wait and see" approach is one of the most harmful myths in education. Research consistently shows that children who struggle with reading in kindergarten and first grade rarely catch up on their own. In fact, 88% of struggling first-grade readers are still struggling in 4th grade if they do not receive intervention. Early action prevents the gap from widening and protects your child's confidence and love of learning.

Yes, online early reading intervention can be highly effective for children as young as kindergarten when done correctly. Our virtual sessions are designed specifically for young learners with engaging, interactive activities, shorter session lengths, and parent involvement. Many young children thrive with online instruction because they are comfortable with screens and the one-on-one format eliminates classroom distractions. Parents report their children look forward to sessions.