Bringing quality dyslexia therapy and literacy services at an affordable price to Baldwin County students.
Since our founding in 2014, Dyslexia Services of Baldwin County, Alabama (formerly Children's Literacy Services) has been known for providing effective, accessible and affordable literacy tutoring and dyslexia therapy to struggling learners throughout the county. We are located in Summerdale for students who could benefit from our tutoring sessions.
Students attending public school, private or home-school are welcomed. Located in Summerdale, AL, we offer services for students who struggle with reading, writing, spelling, and math, and resources for those who teach them.
To improve the reading, writing, comprehension, math, and spelling abilities of children who struggle with literacy skills.
An empowered community of teachers, parents, tutors, school administration, and students, working together to change the trajectory of student lives by helping them gain the skills necessary to become confident readers and eager learners. With the support of donors and volunteers, we aim to provide one-to-one learning services so that all individuals have the opportunity to achieve their full potential.
Meet Our Director
M.Ed. in Dyslexia Therapy
Susanne Avery has served as the Director of the Dyslexia Center of Baldwin County (formerly Children's Literacy Services) for 10 years. She is leading the transition of the Dyslexia Center to a hybrid school serving children with Dyslexia, who need an alternative to traditional schooling, as well as tutoring struggling readers in the after school program.
Mrs. Avery has a Master's Degree in Education with a Specialization in Dyslexia from William Cary University and a Bachelor's degree in Education from Jacksonville State University. Prior to the Dyslexia Center of Baldwin County, she worked as the Director of the Literacy Council of Baldwin County. She grew up in Anniston, Alabama and is married to David, a retired business owner. They enjoy spending time with their children and grandchildren and operating their Airbnb property. She and her family attend Celebration Church in Fairhope.
Using the Orton-Gillingham approach, we focus on three pathways to help the brain learn information: visual, auditory, and kinaesthetic (muscle movement) for those that struggle with reading, writing, spelling and math comprehension.
Research shows this approach is effective in helping students overcome the challenges of a reading or a specific learning disability such as Dyslexia.
The therapist will create a plan to address the child’s specific needs and set goals for improvement. Your child may participate in a one-to-one session or small group program. We advise at least two sessions lasting between 45 – 60 minutes per week for substantial progress to be made.
Our lessons include the essential components of evidence-based reading instruction:
Phonemic awareness - hearing and manipulating letter sounds,
Structured phonics - enables beginning readers to decode or sound out new words
Improving vocabulary - facilitates reading comprehension
Fluency - enables a reader to read with speed, accuracy and appropriate expression
Comprehension - enables your child to process text and understand its meaning
Handwriting -- facilitates fluency and comprehension
Our tutors find this system effective, not only with children who have language-related learning differences, but also with students who struggle to learn to read and comprehend math because of poverty (lack of exposure to print and rich vocabulary) or English Language Learning (ELL) issues.
HANDS-ON, RESEARCH BASED, MULTISENSORY LEARNING TECHNIQUES.
You and your child are not alone.
WHAT IS DYSLEXIA?
And what it is not.
Some children (but not all) who struggle with reading actually have dyslexia. As defined by the International Dyslexia Association dyslexia is “a specific learning disability that is neurological in origin. It is characterized by difficulties in accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
It is not a lack of intelligence or motivation. It is not an intellectual or developmental disability. It is not reading or writing letters backwards, lack of educational opportunity, caused by poor eyesight, vision problems, or hearing problems, nor is it acquired as the result of a head injury or a degenerative disease. A determination of dyslexia can be discouraging, but there is good news.
“To achieve an education, each student must first develop reading skills. No exceptions, no excuses.”