Reading & writing support
When reading takes more effort than it should
Some children work twice as hard for half the result. They know the story, they simply cannot get it off the page. My work is to find out why, and to give your child a way forward that still leaves room for being a child.
What parents often notice first
- Reading stays slow and tiring, long after classmates have sped up
- Spelling mistakes that keep recurring despite practice
- Avoiding reading or homework, or not wanting to go to school
- In multilingual children: confusion that is quickly blamed on the second language
- Persistent difficulty pronouncing or distinguishing certain letters or sounds, such as b/d or ui/eu
- Low motivation and little enjoyment of reading and writing
- A noticeable difference in performance between language-related subjects and other school subjects
- A bright, curious child whose school reports do not match who they are
How a trajectory looks
1. First conversation (free intake)
We talk - with you, with your child, and if possible - with school. What is happening at home, at school and elsewhere? How does your child perceive it all?
2. Assessment
We make an estimation of your child's reading, spelling and related skills. Your child's language background is taken into account.
3. Findings
We explain the findings in plain, understandable language to you and to your child (in their own words). You receive a written report that can be shared with school.
4. Treatment
We start the regular sessions using structured and evidence-based methods. Your child will learn strategies that can be applied in the classroom.
What it is like for your child
Sessions are calm and concrete. We work, and we also laugh. Children hear from me, out loud, that finding reading hard says nothing about how clever they are — and they usually need to hear that more than once before they believe it.
Questions parents ask
My child is multilingual. Is it dyslexia or just the language?
That is exactly the question I am trained for. Growing up in several languages can slow reading down for a while, and it can also hide dyslexia. I look at all of your child's languages before drawing a conclusion.
Can you work in English?
Yes. Sessions, reports and school conversations can be in English.
Does the school have to be involved?
Not necessarily, but it usually helps a great deal. You decide what is shared.
How long does it take?
It depends on your child. I will give you a realistic estimate after the assessment, not before.