A Different Kind of Dyslexia Reading Program
High Energy | Joyful | Science-based
Is This Your Child?
Does your child…
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know the answers but freeze when it’s time to read?
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understand stories when you read aloud—but struggle to decode words?
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get frustrated, restless, or silly during reading time?
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disconnect and withdrawal into silence?
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try hard but still fall behind?
If so, your child may be on the dyslexia–ADHD spectrum, and they may need instruction that matches how their brain works.
Why Reading Help
Hasn't Worked Yet
Many traditional reading programs were not designed for dyslexic or ADHD brains.
They often rely on:
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guessing strategies
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leveled books without explicit phonics decoding
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long periods of sitting still
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quiet, worksheet-heavy instruction
For many children, this leads to confusion, anxiety, and loss of confidence—not real reading growth.
What’s Different About This Program?
What We ARE
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Science of Reading–aligned
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Orton-Gillingham structured
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Speech-to-print
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Social-emotional first
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Movement-based and joyful
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Small groups (supportive—not babysitting)
We are NOT a calm, silent tutoring room, using cueing or guessing strategies, or a, "one-size-fits-all" instruction.
Why High Energy Works
Many dyslexic and ADHD learners regulate attention through movement.
When we combine:
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explicit phonics
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short, structured lessons
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music, motion, and neuro-games
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emotional safety and encouragement
The brain becomes more available for learning.
This approach is consistent with structured literacy research supported by organizations like the International Dyslexia Association—with delivery adapted for children who need energy, not stillness.
Our energy is the delivery.
The pedagogy stays rigorous.
What We Believe About Teaching Reading
Every class includes Science of Reading basics:
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Explicit, systematic phonics (letters and sounds)
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Daily phonemic awareness (sounds)
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Speech to print (Use speech you know)
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Fluency (ie: “Read like you talk.”)
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Vocabulary expansion
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Reading comprehension
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Accuracy before speed
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No guessing strategies—ever
What a 50-Minute
Class Looks Like
Each online session follows a predictable, supportive rhythm:
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Social-emotional check-in (How does your brain feel today?)
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Science of Reading mini-lesson: sound --> letter and phonemic awareness
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Neuro-activator game (movement + focus)
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Phonics mini-lesson
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Multisensory practice (sounds, words, movement)
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Calm-down & confidence close
Kids leave feeling:
✔ successful
✔ supported
✔ energized
✔ capable
Hi, I'm Bill Clarke
When I changed how I taught reading, I saw students with dyslexia finally succeed.
This program is built from that experience.
Experience:
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25 years teaching reading and writing
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Elementary through university levels
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Last 6+ years focused on:
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structured literacy
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dyslexia intervention
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Science of Reading–aligned instruction
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Training:
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Science of Reading training - Montgomery County Public Schools, 2023
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LETRS training (Language Essentials for Teachers of Reading and Spelling), 2022
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Orton Gillingham training, 2019
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Masters of Teaching English to Speakers of Other Languages, George Washington University, 2001
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Master’s of Public Policy, Carnegie Mellon University, 1993
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Bachelors Degree, Bates College, 1984
Why I Built Joyous Phonics
What If Phonics Could Be Fun?
After 25 years in the classroom, I learned something important:
some children don’t learn best by sitting still and being quiet.
I connected most with classrooms where movement, music, laughter, and purposeful noise were welcomed—because that’s where many kids truly learned.
If your child learns best through joy, motion, song, and connection, this may be the right kind of learning environment for them.
Now that I’ve retired from classroom teaching, I’ve created the online after-school reading program I always wished existed.
A High-Energy, High-Support Approach to Reading
My teaching is grounded in the Science of Reading, taught in a way that works for kids with dyslexia, ADHD, anxiety, and emerging English skills.
Your child will experience:
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Speech to print (build from what they know to letters & words)
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Phonemic awareness (hearing and playing with sounds)
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Phonics (clear letter–sound connections)
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Reading fluency (reading like you talk)
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Vocabulary growth
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Reading comprehension (not just sounding out words)
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Songs, movement, and brain-based games
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A supportive, encouraging learning community
We cheer for effort, progress, and each other.
Why This Works for Dyslexia
Decades of research show that children with dyslexia can learn to read with structured, targeted instruction. Reading requires building new brain pathways—and that takes time, repetition, and the right support.
Many children with dyslexia eventually notice that reading is harder for them than for others. That can lead to frustration or shame. That’s why social-emotional learning is part of every lesson.
Reading Grows Best Where Kids Feel Safe
When children feel safe, confident, and supported, their brains are more open to learning.
Social-emotional learning helps children:
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Believe in themselves
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Manage frustration
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Take healthy risks
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Build positive relationships
In simple terms: kids learn best when they feel seen, valued, and encouraged.
That’s the environment I create—because joyful kids are brave learners, and brave learners become readers.
