How Tutoring Works

Kimberly has tutored students of all ages with dyslexia and ADHD (both types) since 2013. As a Masters Level Barton Reading & Spelling tutor, she has learned how to adjust her teaching style, while maintaining program fidelity, based on individual needs. 

Elementary school teachers regularly tell students struggling with reading to use the pictures, context clues, or simply guess when they encounter unknown words. None of these “tips” are evidence-based approaches to decoding, which means struggling readers will continue to fall further behind their peers. 

Barton is unique in that it is the only reputable, research-based Orton-Gillingham system that includes a student screening to ensure the appropriate prerequisite skills are present before a potential student begins Level 1 Phonemic Awareness. Dyslexia falls on a continuum and approximately 15 percent of students require additional instruction before they can begin any reputable O-G system. Since 2017, she has successfully taught Foundations in Sounds to those individuals who having greater challenges with auditory discrimination, sequencing, and memory. 

In addition, Kimberly studies orthographic linguistics to help her students better understand the “whys” of our English spelling system. Teachers do not provide these answers and simply tell students that “English is crazy” and just memorize the words, an exceedingly difficult task for dyslexics. 

Finally, parents can count on Kimberly to keep them fully apprised of their child’s progress through succinct session recaps that are accessible at any time, and/or a standing invitation to sit in on as many sessions as they would like to observe. This high level of transparency is not typical and something her clients truly appreciate. 

Schedule a call with Kimberly

What a difference!

Thank you for everything!!!! What a difference you and the Barton Program have made in K’s life! We appreciate you!


Teachers notice results from early-stage tutoring

(From mom to teachers): I’m really glad you both believe that E. is making strong progress, and you’ve seen the results of the tutoring in her classroom performance.

She was just in Level 3 at that time and the effects from remediation were already noticed.



Thank you for making a difference in C’s life. Your tutoring has improved her reading and self-esteem greatly. The positive change in her has affected our family also.


From despair to the Honor Society!

Hi Kimberly,

I wanted to share the good news that G. is invited to join the National Junior Honor Society. I remember her despair a few years ago saying she was stupid and didn’t care about school. I want to thank you, from the bottom of my heart, for all of your guidance and patience with G. as she’s worked through the Barton system with you. She couldn’t have overcome dyslexia and accomplished this without you.

Thank you.



Teachers very impressed!

Hi Kimberly,

I know C. mentioned to you the meeting we had with our daughter’s classroom and special education teachers. I wanted to share the specific comments from my notes that he made when he did an assessment on phonics and phonological awareness for background (not required by her IEP). He said that he sees she has had “very good instruction” in both of those areas and that he has “never seen a child who knows how to segment phonemes and read nonsense words as well as A.”