Structure and Syllables Literacy Tutoring

Fish in a Tree
Lynda Mullaly Hunt
A book that became a mirror for my daughter.

(Book cover image used for identification purposes)

Sometimes, a book can change the way a child sees themselves.

In library education, I was introduced to Rudine Sims Bishop's concept of “Mirrors, Windows, and Sliding Glass Doors.” Books can provide windows into experiences different from our own, doors we can step through to explore new worlds, and mirrors that allow us to see our own experiences reflected back at us.

Although Bishop's work focuses on cultural representation, I believe the concept speaks powerfully to disability representation too.

Children deserve to see themselves reflected in books, not just their challenges, but their experiences, strengths, and possibilities.

One book that became a mirror for my daughter was “Fish in a Tree” by Lynda Mullaly Hunt.

When Tierney was nine, she had just been diagnosed with dyslexia. After a particularly difficult day at school, she sat in the car sobbing and asked me:

“Why am I so broken?”

She was not broken, but she felt broken by a system that had not yet figured out how to support her.

Around that time, a local librarian recommended “Fish in a Tree.” We started with the physical book and eventually moved to the audiobook.

For the first time, Tierney encountered a character whose experiences reflected her own.

Ally Nickerson is a bright student with dyslexia who hides her struggles behind humour and disruption. When Mr. Daniels recognizes what is really happening, he sees the child behind the behaviour and begins teaching her in ways that allow her strengths to emerge.

The story moved Tierney to tears. Ally's shame, isolation, and desire to be understood resonated deeply with her.

For Tierney, this book was more than a story; it was a mirror. She saw herself and her experiences in Ally, and she no longer felt broken and alone.

It was also the beginning of her discovering that audiobooks could give her independent access to books when reading print was still a significant barrier.

“Fish in a Tree” will always hold a special place in our family's dyslexia journey.

I would love to hear from you:
What books have resonated with you or your child that feature dyslexic characters or experiences?

The transition to university starts long before graduation.

Over the past few weeks, I have shared accommodations that support students with dyslexia in elementary, middle, and high school. But there is one more transition that deserves attention: preparing for post-secondary education.

If university is the goal, here are three things I encourage families to think about while their child is still in high school:

1. Revisit foreign language requirements.
If your child has received a foreign language exemption in middle or high school, it is worth looking ahead. Some university programs require a second language for admission, although exemptions may be available in some cases. Understanding the requirements early gives families more time to plan.

2. Understand documentation requirements.
Many families assume they will need an updated psychoeducational assessment before university. Some institutions do require recent documentation, while others do not. Because these assessments can cost thousands of dollars and often involve long wait times, it is important to check the policies of the specific post-secondary institution your child plans to attend.

3. Ensure current accommodations reflect future needs.
Review your child's IEP before graduation. If there are accommodations they will likely need in university, it is often helpful for those supports to already be documented and consistently used throughout high school.

My youngest daughter begins at the University of the Fraser Valley this winter and will require accommodations and support.

After speaking with the university's Centre for Accessibility Services, I learned that she does not need an updated psychoeducational assessment, provided her existing documentation clearly outlines her disability, functional limitations, and the need for accommodations. That was welcome news. Removing the requirement for a costly reassessment removes a significant barrier for many students with dyslexia.

We will complete the pre-intake process so she can meet with accessibility services before classes begin and have accommodations in place from the start.

Even after years of advocating for students with dyslexia, I am still learning. Every stage of education brings new challenges, and helping families navigate those transitions remains my passion.

I would love to hear from others.

If you have navigated accommodations at a university or college in British Columbia or elsewhere in Canada, what was your experience? What advice would you give families preparing for this transition?

High school brings new challenges for students with dyslexia.

Assignments become longer, expectations increase, and students are required to manage their learning more independently. By high school, many students have learned to advocate for themselves, but they still need the right supports in place to succeed.

As I wrap up this series on accommodations for students with dyslexia, I want to share the supports that have made the biggest difference in high school. Based on our family's lived experience in the British Columbia school system and conversations with many other parents over the years, here are five accommodations that have consistently made a difference:

1. Access to technology
Computers, tablets, and even phones are often restricted because of distractions. For students with dyslexia, however, technology is not a luxury, it is essential. It provides access to keyboarding, speech-to-text, text-to-speech, and other assistive technology, while also allowing students to communicate with resource staff when they need support.

2. Flexible access to resource support
Students should be able to access resource support when they need it, not just at scheduled times. Whether they need support with an assignment, reading assistance, or help advocating for their accommodations, having someone available can help overcome barriers before they become overwhelming.

3. Opportunities to revise assignments
We often see teachers ask for "raw" in-class work. Unfortunately, in-class work is often completed without all the accommodations or support students would normally have access to. If work must be completed in class, grading should focus on content rather than spelling and grammar. Even better, students should have the opportunity to revise and resubmit their work.

4. Editing support
Spellcheck and grammar programs are helpful, but they do not catch everything. Homonyms and context errors remain particularly difficult for many students with dyslexia. A final review by a teacher, parent, tutor, or support person can make a significant difference.

5. Access to a quiet workspace
Some students with dyslexia work best away from the noise and distractions of a busy classroom. Having the option to complete tests, assignments, or independent work in a quieter space reduces overstimulation, lowers stress, and allows them to focus on learning. It also makes it easier to use accommodations such as assistive technology, having instructions clarified, or having text read aloud when needed.

One final thought: Do not remove accommodations simply because a student is older. If a support continues to reduce barriers or anxiety, it still has value. Independence should come from building skills and confidence, not from taking away supports before a student is ready.

No two students with dyslexia are alike. The best accommodations are always individualized and should evolve as students grow, their academic demands change, and they become more independent.

In my next post, I'll share several important planning considerations for high school students with dyslexia as they prepare for graduation and post-secondary education.

Last week I shared five impactful accommodations for elementary students with dyslexia, but what changes once students reach middle school?

Reading demands increase, writing assignments become longer and students are expected to work more independently, as a result, accommodations become increasingly important.

Our previously discussed elementary school accommodations should continue into middle school:
- Audiobooks
- Alternatives to traditional spelling tests
- No popcorn reading
- Reading support and a scribe
- Multiple ways to demonstrate learning.

Here are five additional accommodations that should be requested in middle school for continued student success:

1. Assistive Technology
This was my "honourable mention" for elementary school, but by middle school assistive technology is no longer optional, it becomes essential. Students benefit from learning keyboarding, speech-to-text, text-to-speech, predictive text, spell check, and tools like Immersive Reader. These supports reduce barriers and help students demonstrate what they know.

2. Foreign Language Exemption
This is not the right choice for every student, however, for some students who are already working incredibly hard to master English, an exemption can free up valuable time for resource support, assistive technology instruction, or other academic supports.

3. Additional Time
As assessments become longer and require more detailed responses, extended time gives students the opportunity to fully demonstrate their understanding while reducing unnecessary stress. For some students, this accommodation may still be paired with reading support or a scribe.

4. Teacher-Provided Notes
When dyslexic students are busy copying notes, they are often missing instruction because the process of reading and writing requires so much effort. Providing guided notes prior to the lesson allows students to focus on learning instead of trying to write every word.

5. Word Banks for Spelling
If spelling is not the learning objective, it should not be a barrier. Word banks allow students to focus on demonstrating their knowledge instead of worrying about how to spell complex vocabulary, scientific terms, or place names.

One additional recommendation: Teach Self-Advocacy!

By middle school, I encourage every student to keep a copy of their IEP in the front of their binder and understand what each accommodation means and when it should be implemented. As parents, we cannot be there every moment, and learning to advocate for themselves is a skill that will serve students well throughout high school, post-secondary education, and into life.

With the right supports in place, students with dyslexia can thrive both inside and outside the classroom.

Next week, I will be exploring how accommodations continue to evolve in high school.

Five accommodations that made the biggest difference in elementary school.

One of the questions I'm asked most often by parents is:
"What accommodations should I ask for at school?"

Before I answer, I always make one thing clear:
Accommodations are not intervention.
Students with dyslexia still need explicit, science-informed reading instruction and Tier 3 intervention when appropriate. Accommodations don't teach a child to read; they remove barriers so students can access learning while those foundational skills are developing.

As both a literacy tutor and the parent of two dyslexic children, these are the five accommodations that have consistently made the biggest impact:

1. Audiobooks
If I could recommend just one accommodation, this would be it. Reading is incredibly taxing for many dyslexic students, and their reading level often does not reflect their interests or curiosity. Audiobooks give students access to age-appropriate books, helping them build vocabulary, strengthen comprehension, and develop a love of literature. They also allow students to participate in independent reading alongside their peers instead of feeling left behind.

2. Rethinking Traditional Spelling Tests
Traditional weekly spelling tests can be a major source of stress and trauma for dyslexic students. Many children memorize a list long enough to pass the weekly spelling test, only to forget the words days later. In my experience, instructional time is often better spent teaching spelling patterns, morphology, vocabulary, and the relatively small number of truly non-decodable words that require memorization. The goal should be lasting learning, not short-term recall.

3. No Popcorn Reading
Being unexpectedly asked to read aloud can create significant anxiety for struggling readers. Many students spend more time worrying about when their turn is coming than listening to the lesson itself. A classroom should feel like a safe place to make mistakes and grow, not a place where students fear being embarrassed. There are many ways to encourage participation without putting students on the spot.

4. Reading Support and a Scribe
Some of the brightest students struggle to show what they know because reading and writing require so much effort. Having directions or questions read aloud helps ensure they understand the task, while a scribe allows them to express their ideas without spelling becoming the focus. These supports help teachers assess a student's understanding rather than the impact of their dyslexia. Every child deserves the opportunity to demonstrate what they know.

5. Alternate Ways to Demonstrate Knowledge
Not every learning outcome needs to be assessed through written work. When appropriate, students can demonstrate their understanding through oral presentations, videos, artwork, models, or other creative formats. Offering multiple ways to show learning removes unnecessary barriers while still maintaining high academic expectations. It allows students' knowledge to be the focus.

⭐ Honourable Mention: Assistive Technology
Assistive technology can be incredibly powerful when used thoughtfully. Tools like text-to-speech and speech-to-text increase access and independence, but they don't replace explicit reading and writing instruction. Students also need to be taught how to use these tools effectively or they can be a source of frustration. Simply providing the technology is not enough.

Every child with dyslexia is different, and accommodations are deeply personal for every learner. But when accommodations are paired with evidence-based intervention, they can reduce unnecessary barriers and allow students to focus on learning instead of simply surviving the school day.

I'd love to hear from others in the dyslexia community.

Parents: Which accommodation has made the biggest difference for your child?

Educators: Is there an accommodation you've seen transform a student's experience?

This year, my daughter graduated from high school.

Most parents celebrate graduation with pride.
Of course I did too, but I also cried for the little girl who spent Grade 3 hiding in the school bathroom having panic attacks because reading felt impossible and she knew that she was different than her peers.

She was diagnosed with dyslexia at the end of that year.

The years that followed were not easy. There were meetings, accommodations to fight for, tears, anxiety, and moments when I wondered how much more she could handle. By Grade 11, the stress had become so intense that she was experiencing fainting spells.

Then, on April 14, she called me and said:
"Mom, I'm going to graduate this year."

She made a plan and worked harder than I thought humanly possible. In two months, she completed six highschool courses and 80 hours of work experience to achieve that goal.

On June 17, she graduated, a year early!
As she crossed the stage, she thanked me “for always being by her side, dropping everything to help her get through school, and constantly reminding her, ‘if you want it, work for it.’”

Sure, I taught her how to read, but she has taught me far more...
She taught me resilience.
She taught me courage.
She taught me that dyslexia is never a measure of intelligence.

She also inspired the work I do today.

This summer I am going to share our family's story and experiences, not because every journey is the same, but because I hope another parent will realize they are not alone.

Every week I will be sharing practical tips about dyslexia, accommodations, advocacy, and what I wish we had known years ago.

I hope you will all choose to follow along and learn more. ❤️

In October, I took a risk.

I left my job and decided to grow my small tutoring business.

As the mother of two dyslexic children, I have spent years learning how to teach reading and spelling in ways that work for dyslexic learners. Dyslexia affects approximately 1 in 5 people, yet it remains widely misunderstood.

Part of the challenge is that many students with dyslexia do not receive the level of support they need to thrive. Despite being bright, capable, and creative thinkers, too many of these children fall through the cracks and are left believing that their struggles define them.

This year, I had the privilege of working with eight incredible students. Watching them strengthen their literacy skills, gain confidence, and begin to recognize their own strengths has been incredibly rewarding.

What I've learned is that tutoring dyslexic children is about so much more than teaching reading and writing.

It's about teaching them that English follows patterns and rules. It's about helping them understand how their brains work. It's about showing them that being different does not mean being less capable. Most importantly, it's about helping them believe in themselves.

When I started this journey, my goal was to provide an affordable alternative for families who could not access specialized tutoring. That mission remains important to me. But I've realized that my work is about something even bigger: helping children discover that they CAN.

As this school year comes to a close, I am filled with gratitude for the families who trusted me to be part of their children's journeys. Thank you for allowing me to celebrate their successes, support them through challenges, and witness their growth.

I can't wait to see what next year brings.

I was recently talking with some friends about that classic question — what would you do if you won the lottery? It’s one of those fun, dream-big conversations that usually turns into talk about travel, houses, or early retirement.

But as I really thought about it, I came to an incredibly humbling and privileged realization: I genuinely love what I do. If money were no object, I would still choose this. I would still choose to help children discover the power of literacy — to not only learn to read and write, but to love it.

Because for me, literacy isn’t just a subject or a career path. It’s a calling. It’s watching a child’s face light up when a concept finally makes sense, or when they find a book that speaks to them for the first time. It’s knowing that those moments can change the course of a life.

So, if I ever did win the lottery, I might buy a few more books (all the books) or maybe fund a community literacy program — but at the heart of it, I would still be doing exactly what I’m doing now. Because this work isn’t just what I do; it’s who I am.

I currently have two openings for afterschool or weekend tutoring sessions. These sessions are ideal for students who would benefit from additional academic support, targeted skill-building, or enrichment beyond the classroom — with a focus on structured literacy methods, particularly effective for students with dyslexia.

I am also offering daytime tutoring sessions for families who homeschool and prefer a more flexible schedule.

If you’re interested in learning more or reserving a spot, please reach out soon — spaces are limited and fill quickly!

When the System Fails: Dyslexia & Systemic Oppression in Schools Every child in British Columbia deserves access to a quality, equitable education — yet for thousands of students with disabilities, including those with learning disabilities such as dyslexia, this promise is far from r...