Intake Session and Dyslexia/Dysgraphia Screening- This is NOT an official diagnosis:  


Description: The purpose of this intake session and dyslexia/dysgraphia screening is to create a specialized learning plan.


Students participate in a variety of reading, writing, and spelling tasks to measure against hallmark traits of dyslexia and dysgraphia. Screening tools explore areas of fluency with letter/sound/word recognition, decoding, spelling, and accuracy reading and spelling irregular sight words.

Parents will be provided with resources to assist in understanding and supporting their children.



-Student screening session (45 minutes)

-Feedback preparation (15 minutes)

-Parent feedback session (60 minutes)

$100 - (2 hours)

*A discounted rate of $50 may be available for students who provide documentation of acceptance to free/reduced lunch program and meet the residence requirements.


 Complete this online form to get started: New Student Form


Reading instruction - ZOOM online

  • Duration: 55-minutes
  • Content of each lesson:
  • Sight words
  •  Review reading and spelling rules
  •  Reading Fluency
  •  New Instruction
  • Frequency: One to three lessons per week
  • Cost: $37/lesson  A discounted rate of $22 may be available for students who qualify (see below).
  • One-on-one tutoring: No two students can learn at exactly the same pace. We present the material at the appropriate pace for each student.


           Intervention Program Features:

The Barton Reading & Spelling System was designed as an intensive intervention for students who struggle to easily and accurately decode words when reading, despite being taught phonics.  Features of the Barton System include:

Simultaneous Multisensory Instruction: Research has shown that people who use all of their senses when they learn (visual, auditory, tactile, and kinesthetic) are better able to store and retrieve the information.

Intense Instruction with Ample Practice: Instruction for students must offer adequate practice to strengthen pathways to develop automaticity for b/d, sight word identification, digraphs (sh, th,ch) and closed syllables words as a base for future learning.

Direct, Explicit Instruction: Dyslexic students do not intuit patterns in written language. We must teach them each rule that governs our written word. We teach one rule at a time and practice until it is stable in both reading and spelling.

Systematic and Cumulative: We must start at the very beginning and create a solid foundation with no holes. You must teach the logic behind our language by presenting one rule at a time and practicing it until the student can automatically and fluently apply that rule both when reading and spelling. We continue to weave previously learned rules into current lessons. The system must make logical sense to our students.

Synthetic and Analytic: Dyslexic students must be taught both how to take the individual letters or sounds and put them together to form a word (synthetic), as well as how to look at a long word and break it into smaller pieces (analytic). Both synthetic and analytic phonics must be taught all the time.

Diagnostic Teaching: We continuously assess students’ understanding of, and ability to apply, the rules.  Instruction is tailored to respond to individual needs.




Please read our Attendance & Payment Policies for additional information.


How do I apply for a scholarship?


Step 1. Visit the Minnesota Afterschool Advance website to determine if you are eligible for this service. If you are eligible, proceed with their simple application process.



Step 2. If you do not qualify for the Minnesota Afterschool Advance program, provide documentation for:

Qualification for free/reduced lunch through:

  • An Itasca Country school district
  • Hibbing Public School District #701
  • Residents of Hill City, Remer, Bena, Northhome or Blackduck

* Temporary assistance is available to local families who are experiencing financial hardship due to Covid-19.

Discounts are not available to long-distance students.


  • My son went from scoring in the 50th percentile in the national reading assessment tests to 96th after one year of tutoring for one hour a week. His teacher told me today she would recommend your services for any of her struggling students as she has seen "layers upon layers"
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