About
Rosedale Readers was founded with a clear and passionate mission:​ to support students with diverse learning needs through evidence-based, individualized literacy instruction.
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The philosophy behind Rosedale Readers is rooted in the belief that every student can achieve literacy success when provided with the right tools, instruction, and support. Reading and spelling challenges are not a reflection of intelligence or effort, and students deserve instruction that meets their individual learning profiles.
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Rosedale Readers supports students with gaps in reading, writing, and spelling through a structured literacy approach. Instruction is grounded in the Barton Reading & Spelling System, an Orton-Gillingham–aligned program designed for students with dyslexia, dysgraphia, and related learning differences. Lessons are personalized, explicit, and carefully paced to support mastery and long-term progress.
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Families are welcomed into a supportive and collaborative learning environment where each student’s journey is respected and valued. The focus is on building skills, confidence, and independence, while celebrating each student's unique strengths and learning style.
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About the Founder
I am a structured literacy educator specializing in dyslexia intervention, trained directly in the Barton Reading & Spelling System. For the past five years, I have worked exclusively one-on-one with students with dyslexia or suspected dyslexia, using evidence-based, Orton-Gillingham–aligned methods.
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I am a qualified Resource Consultant for children with diverse learning needs. Earlier in my career, I spent six years working as a Registered Early Childhood Educator in Ontario public schools, where I collaborated closely with Resource Consultants in classroom settings. This combined training and experience shaped my approach to targeted intervention and led me to specialize in structured literacy and dyslexia support.
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I work with early readers through adolescents who struggle with decoding, spelling, fluency, and written expression, particularly students who have not made expected progress with traditional classroom instruction. I work collaboratively with families and, when appropriate, with school teams to support each student’s progress.
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My goal is to help students move from frustration and avoidance to confidence and independence in reading and spelling. What inspires me most are the small but powerful moments, when a child reads a road sign out loud for the first time, confidently reads a bedtime story to a sibling, or begins to see themselves as capable learners. I believe in my students, and with the right tools and guidance, they begin to believe in themselves.
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Outside of my work, I enjoy staying active outdoors, reading, and spending time with my dog.
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