Does Teaching Letter Names First Hurt Struggling Readers?

Why “A-B-C” Can Cause Confusion — and What to Teach Instead

If your child knows the alphabet song but still can’t read cat, you’re not alone.
A lot of bright kids memorize letter names early… and then hit a wall when decoding begins.

Parents often ask:

“Should my child learn letter names first?”
“Could that be why they keep guessing?”
“Why do they say /wuh/ for W or /yuh/ for Y?”

Let’s break it down in a way that’s simple, brain-based, and backed by research.

The Short Answer

Teaching letter names by themselves — especially before children are ready for sounds — can create real confusion for struggling readers.

The research shows:

• letter names can confuse early learners because the name often contains extra sounds or doesn’t match the sound at all. NAEYC+1

• letter-sound knowledge is a stronger predictor of reading growth than letter-name knowledge. JSTOR+1

• the most effective instruction is teaching sounds clearly and explicitly, and pairing names only when helpful, not making names the main goal. Reading Rockets+1

So the problem isn’t that letter names exist.
It’s that kids are often taught to think in names instead of sounds.

Why Letter Names Can Cause More Harm Than Help (Especially for Struggling Readers)

1. Letter names add “extra sounds”

Take the letter H.
Its name is “aitch.”
But the sound in words is /h/.

For many kids, that mismatch creates errors like:

• reading hat as “aitch-a-tuh”

• spelling ship with an extra ch sound

• saying “church” when they see “hrch” because they hear “ch” in the name of H

This exact confusion is documented in early literacy research. NAEYC

2. Some letter names don’t give the sound at all

Examples:

• W = “double-you” → no /w/ in the name

• Y = “why” → doesn’t clearly represent /y/ or /i/

• H, J, Q → names don’t map cleanly to their sounds

Research shows children learn sounds less easily for letters whose names don’t contain their sounds. SpringerLink

3. Struggling readers cling to what feels “known”

When a child has been praised for alphabet mastery, they may think:

“Reading = saying letter names.”

So when decoding starts, they default to names because it feels safe and familiar — even though names don’t build words.

That’s why you hear:

• “cuh-ay-tuh” instead of /k/ /a/ /t/

• “bee-ay-tee” instead of blending bat

• guessing at words because the names don’t lead anywhere useful

What the Research Actually Says (Simple version)

Letter sounds matter more for reading than letter names

Multiple studies show that letter-sound knowledge predicts word reading more strongly than letter-name knowledge. JSTOR+1

That means kids who know sounds well tend to become readers faster — even if letter names are shaky.

Letter names can help only when kids can isolate the sound inside the name

For example, the letter name B (“bee”) contains the /b/ sound at the beginning.
If a child has phonemic awareness, they can use the name to support the sound.

But if they can’t isolate sounds yet, the letter name becomes noise, not help. earlyliteracyci5823.pbworks.com+1

Teaching names and sounds together can be fine — if sounds stay primary

There is evidence that teaching both together can work well when instruction is explicit and sound-focused. Reading Universe+1

So again, the issue is not that names exist.
It’s the order and emphasis.

Speech-to-Print Perspective: What Kids Need First

In speech-to-print, reading starts with:

1. Hearing the sounds in spoken words

2. Mapping those sounds to letters

3. Blending the sounds into words

That requires sounds, not names.

Sounds-first instruction looks like:

• “This is /m/.”

• “These letters represent /m/.”

• “Let’s build map: /m/ /a/ /p/.”

Names can come later as labels — after the sound-to-print connection is solid.

Real-Life Examples of Letter-Name Confusion

Here are common patterns I see in therapy:

Example A: The “alphabet reader”

Child sees sat and says:

“ess-ay-tee”

They aren’t being lazy.
They’re using the only strategy they’ve been trained to use.

Example B: The “extra sound speller”

Child spells jump like:

“juh-uh-em-pee”

Because they’re thinking:

• J = “jay” (has an /a/ sound)

• M = “em” (starts with /e/)

• P = “pee” (ends with /ee/)

They’re spelling the names, not the word.

Example C: The “W problem”

Child writes double-you when asked for W
or says “double-you” instead of /w/.

That’s not a memory issue — it’s a mapping issue.

What You Should Do Instead (Simple Plan)

Step 1: Teach sounds clearly and consistently

• Use one sound per letter to start.

• No extra “uh” (say /m/ not “muh”).

Step 2: Blend early and often

Kids should start blending as soon as they know a handful of sounds, not after they memorize all names.

Step 3: Add names later as labels

Once blending is easy, letter names become harmless background knowledge.

FAQ Parents Always Ask

“But schools teach letter names first… won’t my child be behind?”

No.
Names are a label system.
Reading is a sound-to-print system.

If your child can read, spell, and map sounds to letters, they’re ahead where it matters.

“Should I stop teaching names altogether?”

Not necessarily.
Just don’t make names the foundation.

Think of names like shoe sizes — useful labels, but they don’t teach you how to walk.

Bottom Line

If your child is a struggling reader, sounds and blending must come first.

Letter names aren’t evil.
But teaching them early as the main goal can:

• slow decoding

• reinforce guessing

• create spelling confusion

• and make reading feel harder than it needs to be

When you flip the process to speech-to-print, reading becomes logical again.

Want the simple monthly plan for this?

That’s exactly what I teach inside the Reading Clarity Membership —
clear root-cause guidance + done-for-you toolkits + live coaching.

You don’t have to guess anymore.

www.blossomingskillsreadingtherapy.net/reading-clarity-membership

The Speech-to-Print Spelling Block: Orthographic Mapping That Finally Makes Spelling Stick

If your child can read but can’t spell, you are not alone. This gap is one of the most common patterns I see in struggling readers and dyslexic learners. Dyslexia Daily+2Printable Parents+2

And it doesn’t mean your child isn’t trying.
It means they’re missing the brain pathway that makes spelling automatic.

That pathway is built through speech-to-print instruction, phoneme-grapheme mapping, and orthographic mapping — the exact process supported by the science of reading spelling research. Lexia+3dyslexia.mtsu.edu+3Thrive Literacy Corner+3

Let’s break it down in a way that actually helps you teach spelling at home or in intervention.

What Is Speech-to-Print Spelling?

Speech-to-print means we start with spoken language first and map it to print.

Instead of asking a child to memorize a word visually or remember rules and exceptions, we teach them to:

say the word → hear the sounds → map the sounds → write the patterns

This aligns with structured literacy spelling because it is explicit, systematic, and brain-based. Thrive Literacy Corner+2Royal Children's Hospital+2

Why Traditional Spelling Doesn’t Work for Many Dyslexic Kids

Traditional spelling lists usually rely on:

• memorizing weekly words

• copying words repeatedly

• rules without enough pattern practice

• “Look-cover-write-check”

• random word lists with no shared structure

For many kids — especially dyslexic learners — that builds short-term memory, not long-term spelling skill. DyslexicHelp+1

So they might pass the Friday test…
and forget by Monday.

That’s why parents keep saying:

“We’ve tried everything, but nothing sticks.”

You’re not doing anything wrong.
The method wasn’t built for their brain.

Orthographic Mapping (Parent-Friendly Definition)

Orthographic mapping is how the brain permanently stores words for both reading and spelling.

It happens when a child:

1. can hear the sounds in a word

2. knows which spelling patterns match those sounds

3. links the sounds + letters together

4. stores that word in long-term memory so it becomes automatic dyslexia.mtsu.edu+2Dyslexia the Gift Blog+2

That’s why spelling isn’t visual memorization.
It’s sound-to-print mapping.

The Missing Skill Behind Weak Spelling

Most struggling spellers have at least one of these gaps:

1. weak phonemic awareness (they can’t clearly hear every sound)

2. weak phoneme-grapheme mapping (they don’t know the right pattern for the sound)

3. too little pattern-group practice (words taught randomly instead of in families) Thrive Literacy Corner+2Royal Children's Hospital+2

Speech-to-print fixes all three.

The Speech-to-Print Spelling Block (Step-by-Step)

Here’s what a real spelling block looks like — this is one of the best spelling strategies for dyslexic kids because it trains word storage, not memorization.

Step 1: Say the word

Start with speech.

“Say the word: ship.”

No print yet.

Step 2: Stretch and count the sounds

/sh/ /i/ /p/
How many sounds? 3.

Step 3: Map sounds to spelling patterns (phoneme-grapheme mapping)

/sh/ = sh
/i/ = i
/p/ = p

This is the orthographic mapping moment — the brain links sound to print. dyslexia.mtsu.edu+2Thrive Literacy Corner+2

Step 4: Write the word

Now they write it from the sound map — not copying, not guessing.

Step 5: Check the match

Instead of “Is it right?” ask:

“Do the spelling patterns match the sounds?”

That trains real self-correction.

Why We Teach Words in Similar Spelling Patterns

Random lists feel like chaos to a dyslexic brain.

Pattern families build categories, and categories build automaticity.

Instead of:
cat, jump, light, boat…

We group by patterns like:

Short vowel families

ship, clip, slip, trip, grin

Vowel team families

rain, train, chain, paint, mail

Silent-e families

make, take, stripe, shape, paste

Morphology/suffix families

jumping, running, helping
played, called, walked

This is structured literacy spelling in real life: clear patterns, repeated mapping, and brain-aligned practice. Thrive Literacy Corner+2Royal Children's Hospital+2

What Changes When You Teach This Way

Parents usually notice:

• fewer wild guesses

• better spelling retention

• faster writing

• improved decoding

• more confidence

• less avoidance

Because spelling and reading grow from the same mapping pathway. dyslexia.mtsu.edu+2Royal Children's Hospital+2

A Simple 10-Minute Block You Can Start This Week

1. Pick one spelling pattern

2. Choose 5–8 words with the same pattern

3. Map each word speech-to-print

4. Write one sentence using 2–3 words

Short practice, done consistently, beats long worksheets every time.

If You Want Help Choosing the Right Pattern First

If spelling still isn’t sticking, it usually means you’re practicing a pattern above your child’s current mapping level, or you’re missing an earlier sound skill.

That’s exactly what I help parents figure out inside the Reading Clarity Membership — so you stop wasting time on what won’t work and start teaching what will.

Why Smart Kids Guess at Words When Reading (And How to Stop It)

If your child is bright, curious, and can talk your ear off… but guesses words instead of reading them, you’re not alone.

This is one of the most common signs parents notice in a struggling reader — especially in kids with dyslexia or ADHD. And it’s also one of the most misunderstood.

Let me say this clearly:

Guessing is not a behavior problem.
Guessing is a reading-pathway problem.

Your child is not being lazy.
They’re doing the best they can with the tools they’ve been given.

Let’s talk about why guessing happens — and what actually fixes it.

What “Guessing at Words” Looks Like

Parents usually describe things like:

• your child rushes through and swaps in random words

• they use the first letter + a wild guess

• they look at the picture and say something that “makes sense”

• they skip hard words entirely

• they read smoothly… but the words aren’t right

• their reading accuracy drops the longer they read

This is especially common in dyslexic readers, where guessing becomes a coping strategy when decoding feels too hard. Frontiers+2dyslexiaconnect.com+2

Why Smart Kids Guess Instead of Reading

1. They were taught to rely on “meaning” before decoding

Many kids are encouraged to:

• look at the picture

• use context clues

• “try a word that makes sense”

• memorize a whole word by sight

That works for some kids early on.
But for a child with dyslexia or weak phonemic awareness, it trains the brain to skip the actual reading process. dyslexiasuperstars.com+1

2. Their phonemic awareness is shaky

Phonemic awareness is the ability to hear and work with sounds in words.
If that foundation is weak, decoding feels like trying to build a puzzle without seeing the picture.

So your child guesses because they can’t reliably map sounds to letters yet. dyslexia.mtsu.edu+1

3. They don’t have an automatic decoding pathway

Real reading depends on a specific brain pathway:

sound → letter → blend → word

If that pathway isn’t built through structured practice, the brain defaults to quicker “workarounds” like guessing. dyslexiasuperstars.com+1

4. They’re trying to avoid failure

Guessing often shows up after a child has struggled for a while.
It protects them from the feeling of getting stuck.

It’s not defiance.
It’s survival.

Why Guessing Gets Worse Over Time

Guessing doesn’t just affect accuracy. It snowballs.

When kids guess:

• they don’t store the correct word pattern in memory

• spelling becomes a nightmare

• multisyllable words feel impossible

• comprehension drops because the text “doesn’t make sense”

• confidence tanks

That’s why early guessing is a red flag — and fixing it early changes everything. dyslexiaconnect.com+1

What to Do Instead (The 3-Step Fix)

You don’t need a new curriculum right now.
You need a different process.

Step 1: Slow them down and require “sound-by-sound”

When your child guesses, gently stop and say:

“Let’s read what’s actually there.
Touch each sound.”

This retrains the brain to look at print. dyslexiasuperstars.com+1

Step 2: Build their phonemic awareness daily

Keep it short — 3–5 minutes.

Focus on:

• hearing first/middle/last sounds

• blending sounds into words

• segmenting words into sounds

• explaining what changes when you swap a sound

This is the missing key for most struggling readers. dyslexia.mtsu.edu+1

Step 3: Use decodable text (not leveled readers)

Leveled readers often encourage guessing because of predictable text + pictures.

Decodable readers force real decoding — which builds the pathway your child needs. dyslexiasuperstars.com+1

The Most Important Thing to Remember

If your child is guessing, it means:

✅ they need decoding support
✅ they need phoneme-grapheme mapping practice
✅ they need structured literacy
✅ they need a plan that matches their brain

Not more pressure.
Not more memorizing.
Not more “read harder.”

And definitely not the shame spiral.

If You Want a Clear Step-by-Step Plan

If you’re tired of guessing what to do next, this is exactly why I created the Reading Clarity Membership.

Inside, you get:

• weekly clarity lessons (short, parent-friendly, not overwhelming)

• personalized “ask-me-about-my-child” support

• done-for-you decoding and spelling toolkits

• monthly Zoom coaching

• a private parent community

So you’re not piecing things together alone.

If you want help figuring out your child’s exact reading pattern and what will finally click, you’re welcome to join us.

Why My Child Still Can’t Read in 4th Grade (Even Though They’re Smart)A Parent’s Guide to Understanding Late Struggling Readers

If your child is bright but still struggling to read in 4th grade… you’re not alone.

This is one of the most common concerns I hear from parents:

“My child is so smart… so why can’t they read yet?”
“They can talk about science, history, EVERYTHING — but reading just won’t ‘click.’”
“I feel like I’ve tried everything. What am I missing?”

If you’re asking these questions, I want you to know this first:

There is always a root cause.

And once you understand why your child is struggling, everything becomes clearer — and finally fixable.

4th Grade Is When Reading Struggles Become Impossible to Hide

In early grades, kids can “get by” with:

• memorizing sight words

• guessing from pictures

• memorizing patterns

• relying on context

• charm, personality, or verbal intelligence

• teachers reading aloud

But by 4th grade, everything shifts.

📌 Reading becomes the gateway to all subjects.

No more pictures.
No more short sentences.
No more predictable patterns.

Now reading requires:

• decoding

• fluency

• automaticity

• multi-syllable skills

• phoneme-grapheme mapping

• orthographic processing

Kids who never built these skills early on start to hit a wall — and it can feel sudden and confusing.

But here’s the truth: it’s NOT sudden, and it’s NOT your fault.

Most late reading struggles come from one or more foundational skills that were never fully developed.

These children are not “behind.”
They are not “lazy.”
They are not “not trying.”
And they are definitely not “slow.”

They simply haven’t been taught to read in the way their brain learns best.

The 5 Real Reasons Smart Kids Still Struggle to Read in 4th Grade

1. Phonemic Awareness Gaps

Phonemic awareness is the ability to hear, separate, blend, and manipulate individual sounds in words.

If this skill is weak, reading long words becomes exhausting.

2. Orthographic Processing Weakness

This is how the brain remembers written patterns.

If orthographic processing is weak, kids:

• mix up sounds

• confuse similar-looking patterns

• struggle with spelling

• can’t “map” words into long-term memory

These are very common signs in bright 4th graders.

3. Difficulty with Multi-Syllable Decoding

4th grade introduces:

• science terms

• content-area vocabulary

• multi-syllable words everywhere

If a child never mastered syllable division and pattern recognition, reading becomes overwhelming.

4. Slow Automaticity (Fluency)

Even if a child can decode, if it’s slow and effortful, comprehension disappears.

Why?

The brain is too busy trying to read each word to think about meaning.

5. Past Tutoring Focused on Symptoms, Not Root Cause

This is the hard part — and what many parents discover:

Tutoring helps with homework…
Reading therapy fixes the why behind the struggle.

Most tutoring focuses on:

• rule memorization

• sight words

• worksheets

• guessing strategies

These don’t build the reading brain.

The Good News: Once You Pinpoint the Real Issue, Progress Happens FAST

With the right approach — one rooted in structured literacy and speech-to-print — children can make massive progress in a short amount of time.

In fact:

95% of students in my 12-week program gain one full year of reading growth.

Because once we target the right skill:

• reading becomes easier

• confidence returns

• frustration drops

• comprehension improves

• the whole child begins to blossom

Parents often tell me:

“Why didn’t anyone explain this sooner?”

What You Can Do Right Now as a Mom

1. Stop blaming yourself.

Your child’s struggle is not a reflection of your effort or parenting.

2. Understand that your child is NOT behind — they just need the right method.

Speech-to-print, structured-literacy methods work because they build the reading brain from the ground up.

3. Get a Root-Cause Assessment

This is the most important step.

A proper assessment looks at:

• phonemic awareness

• phonological processing

• orthographic processing

• decoding & encoding

• fluency & automaticity

• multi-syllable word skills

This tells us exactly what your child needs — and what will unlock reading progress.

What You Should Avoid (These delay progress)

• Memorizing word lists

• Guessing strategies

• “Look at the picture” cues

• Worksheets

• Re-reading the same books

• Hoping it will “click later”

These approaches often make reading harder, not easier.

There is hope — real, measurable hope.

Your child is smart.
Your child is capable.
Your child can learn to read with clarity and confidence.

They just need a method that matches the way their brain learns.

Want help understanding your child’s root cause?

You can schedule a free Reading Clarity Call below.
Together, we’ll uncover what’s causing the struggle and what your child needs next.

Book a Free Reading Consultation

CONTACT

Why Isn’t My Child Making Progress in Reading?

The Real Reasons—and What You Can Do as a Mom

If you’re a mom whose child is still struggling to read, even after months (or years) of tutoring, you’re not alone.

Every week, I talk to parents who have tried everything—flashcards, apps, after-school help—only to watch their child’s confidence sink lower and lower.

So, what’s really going on?

The Hidden Struggles Behind Reading Failure

Dyslexia and reading difficulties aren’t caused by a lack of effort, intelligence, or love at home.

Most struggling readers have a brain that processes language differently—and surface-level tips or more “drill and kill” just don’t work.

Top signs your child’s reading struggles go deeper:

• They guess at words or sound them out incorrectly, even after lots of practice

• Spelling and writing are just as hard as reading

• Homework is a daily battle, with tears or shutdowns

• Their confidence is slipping, and they may say things like, “I’m just dumb”

Why Popular Approaches Often Miss the Mark

Many programs (even expensive, well-known ones) focus on memorization or visual tricks—asking kids to memorize sight words, rules, or word shapes.

But research shows that for children with dyslexia, the most effective path is building strong connections between spoken language and print—a method known as “speech-to-print.”

Speech-to-print instruction teaches reading the way the brain naturally learns language:

• Start with what your child already knows—spoken words and sounds

• Systematically connect those sounds to written letters and patterns

• Practice reading and spelling in a way that feels logical, not overwhelming

Real Progress—Not Just More Practice

At Blossoming Skills Reading Therapy, we use a speech-to-print approach that’s backed by brain science and tailored for each child.

Here’s what makes our process different:

• Short, focused sessions that respect your child’s mental bandwidth

• No overloading of working memory—we avoid overwhelming rules or rote memorization

• Personalized support and encouragement for families, not just kids

• A real guarantee: Your child will make at least 1 grade level of reading progress in just 12 weeks—or your money back

What Other Moms Are Saying

“My son was significantly behind in reading until we found Catherine. We had tried tutoring before with no progress. I decided to try again and I’m so glad I did!”
—Parent of a Blossoming Skills Student

“She’s not a tutor, she’s a skilled reading therapist with the skills, knowledge, heart, and understanding to teach any child who learns differently, like my son.”
—Homeschool Parent

What Can You Do Next?

If you’re tired of seeing your child work so hard for so little progress, it’s time for a new approach—one that honors both the science and your family’s emotional journey.

Download my free Honest Parent Guide to Dyslexia Programs to see clear, research-backed comparisons of the most popular interventions, real parent stories, and the details of our unique guarantee.

[Download Your Free Guide]
or
Visit: www.blossomingskillsreadingtherapy.net

You don’t have to keep guessing. Real reading progress—and real hope—are possible.

Why Isn’t My Child Making Progress in Reading?

The Real Reasons—and What You Can Do as a Mom

If you’re a mom whose child is still struggling to read, even after months (or years) of tutoring, you’re not alone.
Every week, I talk to parents who have tried everything—flashcards, apps, after-school help—only to watch their child’s confidence sink lower and lower.
So, what’s really going on?

The Hidden Struggles Behind Reading Failure

Dyslexia and reading difficulties aren’t caused by a lack of effort, intelligence, or love at home.
Most struggling readers have a brain that processes language differently—and surface-level tips or more “drill and kill” just don’t work.

Top signs your child’s reading struggles go deeper:

• They guess at words or sound them out incorrectly, even after lots of practice

• Spelling and writing are just as hard as reading

• Homework is a daily battle, with tears or shutdowns

• Their confidence is slipping, and they may say things like, “I’m just dumb”

Why Popular Approaches Often Miss the Mark

Many programs (even expensive, well-known ones) focus on memorization or visual tricks—asking kids to memorize sight words, rules, or word shapes.
But research shows that for children with dyslexia, the most effective path is building strong connections between spoken language and print—a method known as “speech-to-print.”

Speech-to-print instruction teaches reading the way the brain naturally learns language:

• Start with what your child already knows—spoken words and sounds

• Systematically connect those sounds to written letters and patterns

• Practice reading and spelling in a way that feels logical, not overwhelming

Real Progress—Not Just More Practice

At Blossoming Skills Reading Therapy, we use a speech-to-print approach that’s backed by brain science and tailored for each child.
Here’s what makes our process different:

• Short, focused sessions that respect your child’s mental bandwidth

• No overloading of working memory—we avoid overwhelming rules or rote memorization

• Personalized support and encouragement for families, not just kids

• A real guarantee: Your child will make at least 1 grade level of reading progress in just 12 weeks—or your money back

What Other Moms Are Saying

“My son was significantly behind in reading until we found Catherine. We had tried tutoring before with no progress. I decided to try again and I’m so glad I did!”
—Parent of a Blossoming Skills Student

“She’s not a tutor, she’s a skilled reading therapist with the skills, knowledge, heart, and understanding to teach any child who learns differently, like my son.”
—Homeschool Parent

What Can You Do Next?

If you’re tired of seeing your child work so hard for so little progress, it’s time for a new approach—one that honors both the science and your family’s emotional journey.

Download my free Honest Parent Guide to Dyslexia Programs to see clear, research-backed comparisons of the most popular interventions, real parent stories, and the details of our unique guarantee.

[Download Your Free Guide]
or
Visit: www.blossomingskillsreadingtherapy.net

You don’t have to keep guessing. Real reading progress—and real hope—are possible.

The Overlooked Key to Reading Fluency: Proper Letter Formation

The Overlooked Key to Reading Fluency: Proper Letter Formation

Why handwriting matters more than you think for struggling readers

When a child struggles with reading, we often focus on decoding, phonics, or comprehension strategies—and rightly so. But there’s one critical skill that often goes unnoticed: letter formation.

Yes, how a child writes letters can have a direct and powerful impact on how well they read.

If your child is a reluctant reader who also struggles with writing letters correctly, you’re not imagining the connection. It’s real—and it matters.

🧠 The Brain-Reading-Writing Connection

Handwriting isn’t just about penmanship or neat papers. When a child learns to form letters correctly, their brain creates strong motor memory for each letter. These motor patterns are stored in the brain and accessed instantly when reading or writing.

This process:

• Frees up working memory (so the brain isn’t overloaded trying to figure out what a letter is)

• Strengthens letter-sound recognition

• Builds automaticity, which is essential for reading fluency

On the flip side, when a child struggles to form letters:

• Their brain has to work harder to recognize them

• They may confuse similar letters (like b and d, or p and q)

• They may read slowly, skip words, or constantly guess

• Their spelling and decoding suffer

✍️ What Improper Letter Formation Looks Like

Many kids start forming letters from the bottom up, with incorrect strokes, or without consistency. Over time, these habits become ingrained and interfere with fluency and processing.

Common red flags include:

• Not forming letters from top to bottom and left to right

• Reversals (especially b, d, p, q)

• Irregular sizing or spacing

• Taking too long to write

• Mixing uppercase and lowercase letters inappropriately

• Fatigue, frustration, or avoidance of writing tasks

These challenges often go hand-in-hand with reading difficulties—and correcting them can unlock progress.

🔑 Why We Focus on Letter Formation in Reading Therapy

At Blossoming Skills Reading Therapy, we don’t separate reading from writing—we integrate them. Letter formation is a core part of our early intervention work, especially for students with dyslexia, dysgraphia, or weak phonemic awareness.

We teach:

• Proper starting points and strokes for each letter

• Multisensory strategies that link movement, sound, and shape

• Handwriting practices that reinforce decoding and spelling

• Consistent routines that help letters become automatic

This builds the neural connections that make reading and writing easier—not harder.

🚀 The Result: Better Reading, Less Frustration

When kids stop struggling with writing letters, they start reading more fluently. They can recognize words faster, decode new ones more easily, and focus on comprehension—rather than just figuring out the symbols on the page.

In short: Proper letter formation leads to reading fluency.
And fluency leads to confidence, comprehension, and a love for reading.

💬 Ready to Help Your Child Make That Connection?

If your child struggles with both reading and handwriting, let’s talk. Our 1:1 reading therapy integrates foundational skills—including proper letter formation—to help students catch up quickly and read with confidence.

📩 Message us today to schedule your consultation.

Why Your Child Still Struggles with Reading After Orton-Gillingham: What You Haven’t Been Told

You did everything they told you.
You found the program. You paid for the tutor. You followed every suggestion.

But here you are.
 Months, maybe even years, later.
 And your child still struggles to read.

If that sounds familiar, please know something important:
You’re not alone. And it’s not your fault.

 The Method Isn’t Always the Miracle

Orton-Gillingham. It’s a name that comes up again and again. It’s been around for decades. People talk about it like it’s the gold standard.

But what happens when it doesn’t work?

Because for a lot of kids... it doesn’t.

Not completely. Not consistently. Sometimes, not at all.

You may have heard:

“Just give it more time.”
“Every child moves at their own pace.”
“It’s evidence-based.”

But time keeps passing. And your child is still stuck on the basics.

So now what?

Why Doesn’t It Work for Every Kid?

Let’s talk about the method for a second.
 Orton-Gillingham focuses heavily on phonics, breaking down words, rules, patterns.

And sure, that works for some learners.
But not all.

Some kids don’t learn best by memorizing dozens of rules with dozens of exceptions.
They don’t need more drills. They need clarity. Something that makes actual sense.

There’s a moment where parents start to notice...
 “My child can say the sounds out loud, but they still can’t read the word.”
 Or...
 “They practiced this all week, but today it’s like they’ve never seen it before.”

It’s not that your child isn’t trying. It’s not that they’re lazy. It’s not that you’re not doing enough at home.

It’s that the approach doesn’t match how their brain learns.

There’s Another Way

Instead of starting with letters and trying to force sounds onto them...
What if we started with spoken language?

That’s what speech-to-print methods do.

Kids already know how to talk. They understand sounds. They use them all day, every day.
So when reading instruction connects to what they already know, the confusion fades.

We stop giving them 10 different spelling rules they can’t remember.
We stop asking them to memorize sight words that don’t follow the rules.
 We just teach them how the code works, in a way that’s actually usable.

Why So Many Kids Hit a Wall with Phonics Rules

Some kids can memorize 20 spelling rules and use them just fine. But others? They sit there staring at a word like “enough” or “could,” and nothing about it makes sense. That’s because phonics-heavy systems are often built around patterns and too often, English doesn’t follow those patterns. These kids try to remember the rules, then the exceptions, then the exceptions to the exceptions. And somewhere along the way, they just shut down. It's not because they’re lazy. It's because their brain doesn’t store and recall language that way. That’s why you may see your child read a word correctly one day and totally blank on it the next. They’re not forgetting. They never actually understood it in a way that stuck.

Speech-to-print helps remove that confusion by making the connection between spoken sounds and written letters much more direct. It’s not “memorize and hope”, it’s understand and apply. And that changes everything.

If You’re Feeling Tired, That Makes Sense

Parents don’t get told this stuff. Not in schools. Not in most tutoring centers.

You’re led to believe that Orton-Gillingham is the answer.
 And if it’s not working, the problem must be with your child.

But the problem is the method doesn’t work for everyone.

And honestly? That’s okay.
 No single program is perfect.

But you deserve to know there’s another option, one that’s simpler, quicker, and yes, often more effective.

The Warning Signs That It’s Not a Fit

If you’re not sure yet, pay attention to these things:

●     Is your child making real progress, or just going through the motions?

●     Do they dread reading time, even with help?

●     Can they sound out words in isolation, but not in a book?

●     Are they still guessing at words they’ve seen a hundred times?

If these sound familiar... trust your gut. You don’t need more time in the same system.
You might just need a better fit.

The Hidden Cost of Waiting

One of the hardest things to admit as a parent is that something’s not working. We don’t want to pull our child out of a program everyone else seems to trust. We don’t want to be the difficult one. So we wait. A few more months. Another semester. Maybe next year it will click. But all the while, your child is falling further behind and worse, they’re internalizing the struggle. They start thinking something is wrong with them. That they’re “not smart” or “just bad at reading.” That pain shows up later in school avoidance, low confidence, or even behavior changes.

And here’s the thing: the longer we wait, the harder it is to rebuild that self-trust. Yes, finding a better method takes effort. But staying in the wrong one comes at a cost too, one we don’t always see until it’s already deep. Acting now isn’t just about reading. It’s about preserving how your child sees themselves.

There’s Hope, Really

The most heartbreaking part is seeing how many parents blame themselves.
 You wonder:
 “Did I wait too long?”
 “Should I be doing more at home?”
 “Maybe my child just isn’t a reader.”

Please hear this:
 You didn’t fail. And your child isn’t broken.

They just haven’t been taught in a way that clicks with their brain yet.

That can change.

Let’s Try Something That Actually Works

You’ve waited long enough.

If the rules and routines haven’t worked, if the flashcards feel endless, if your child is still stuck, you don’t have to keep going in circles.

There’s a better way.
 We teach kids in a way that respects how they think, how they speak, how they understand.

And when that happens... things shift.

They stop resisting.
 They start reading.
 And maybe for the first time, they believe they can do it.

You don’t need years of tutoring. You need the right method.
 Let’s talk. Fill out the contact form or send a message. We’re here when you’re ready.

👉 catherine@blossomingskillsreadingtherapy.net

The Best Virtual Reading Tutor in the U.S. for Fast, Personalized Help

If you’re here, you probably know the feeling.

You’ve tried reading programs. Maybe even hired a local tutor. You’ve watched your child struggle to sound out words, fall behind, and feel like they’re “not good at reading.” And now you’re wondering can online tutoring even help?

The short answer? Yes.
And not just “kind of.” A well-designed virtual reading program can be just as powerful as in-person sessions, sometimes even more so.

Virtual Reading Support That’s Built Differently

We work with struggling readers every single day. Kids who’ve bounced from one phonics program to the next. Kids who’ve tried Orton-Gillingham or Wilson and still aren’t reading smoothly.

We get it. Really.

That’s why we created a different kind of tutoring, one that works virtually, across the U.S., without sacrificing results, connection, or joy.

This isn’t a boring screen-share. It’s not a worksheet over Zoom. And it’s not another one-size-fits-all phonics system that drills rules your child won’t remember.

It’s interactive, personalized, and effective, because we start with how your child’s brain actually learns. And we adjust to fit them, not the other way around.

What Makes Our Online Reading Tutoring Work So Well?

Most struggling readers aren’t struggling because they’re lazy or behind.
They’re struggling because the methods they’ve been taught don’t match the way their brain processes language.

That’s where we come in.

We use a speech-to-print approach, instead of starting with written letters and forcing sounds onto them, we begin with the spoken words your child already knows. Then we build up their reading skills step-by-step from there.

This method is:

●     Easier to grasp

●     Faster to apply

●     And best of all, it reduces the frustration that traditional tutoring often creates

And the best part? It works just as well online as it does in person.

“But My Child Needs Hands-On Help...”

You’re probably thinking: How can tutoring through a screen be enough?

We hear that a lot. Especially from parents who’ve had rough experiences with remote learning.

Here’s the truth:
When online reading help is done right with real interaction, visual tools, step-by-step guidance, and a teacher who knows how to keep your child engaged, it can be just as powerful as sitting across the table.

We don’t just talk to your child. We work with them.
We watch how they respond. We adjust on the spot. We teach in real time, not pre-recorded videos or generic reading programs.

And we make sure they’re learning in a way that sticks.

Personalized Means Personalized, Not a Script

What sets us apart from so many online reading programs is this:
We don’t follow a script.

We don’t hand your child a binder of rules to memorize or a long list of sight words to drill. We meet your child exactly where they are. We learn how they think. How they process sounds. What they’ve already tried. What frustrates them.

Then we create a plan that fits them.

Whether your child needs help blending sounds, breaking apart words, or gaining confidence while reading out loud, we shape the session around those exact needs. Not what the textbook says should happen.

That’s what real personalized virtual tutoring looks like.

Yes, It’s for Kids Across the Country

We offer virtual reading help to families anywhere in the U.S.

You don’t have to live in a big city.
You don’t need to commute across town or rearrange your week around tutoring appointments.

As long as you have a stable internet connection and a device, we can work together.

We’ve worked with students in Texas, California, New York, Michigan, and everywhere in between.
And guess what?
The progress doesn’t depend on the zip code, it depends on the method and the match.

If your child is struggling to read, our virtual tutoring is designed to bring relief fast, no matter where you are.

You Deserve a Program That Gets Results (And Fast)

Here’s something most programs won’t tell you:
Reading intervention doesn’t have to take 2 or 3 years.

When we stop asking kids to memorize endless rules…
When we stop forcing them to guess at words from pictures…
When we teach them how reading really works, in a way that makes sense to their brain…

That’s when things click.

And when it clicks, progress comes quicker.
Confidence builds.
Struggle fades.

That’s the kind of change we see every day, even online.

Real Help That Feels Good for Everyone

Our sessions aren’t dry or robotic.
They’re full of questions, lightbulb moments, and quiet confidence-building wins.

Parents tell us their child:

●     Doesn’t dread reading time anymore

●     Isn’t melting down over homework

●     Actually wants to keep going

That’s what happens when a child starts to feel successful.
And when they feel that early success, they stop thinking they’re “bad at reading.” They stop avoiding books.
They begin to believe they’re capable, and they are.

Ready to Try a Better Way?

If you’ve been searching for a virtual dyslexia tutor or online reading tutor for struggling readers, your search can end here.

We don’t use gimmicks.
We don’t rely on long programs that stretch out for years.
We teach what works, and we teach it in a way that sticks.

Fill out the contact form or send us an email.
Let’s find out what your child needs and give them the support they’ve been waiting for.