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Empowering Every Reader

Expert dyslexia intervention services in English using proven multisensory methods.

We transform reading struggles into success stories for students, families, and schools.



Understanding Dyslexia

A Neurobiological Learning Difference


“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual's peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”

Adopted by the IDA Board of Directors on October 22, 2025.


Primary Characteristics and Deficits

Dyslexia is a language-based disorder that exists on a continuum from mild to severe. Its core characteristics stem from specific processing deficits:

Phonological Core Deficit

The most common characteristic is a deficit in the phonological processing system, which impairs the ability to perceive, manipulate, and analyze the individual speech sounds (phonemes) in spoken words. This impacts phonemic awareness, a critical skill for mapping sounds to letters.

Decoding and Word Recognition

Difficulties in phonological processing lead directly to challenges in decoding (sounding out words) and developing accurate and automatic word recognition.

Spelling

Spelling difficulties are a hallmark of dyslexia, as encoding (spelling) relies on the same phonological and orthographic mapping skills as decoding.

Naming Speed Deficit (Rapid Automatized Naming - RAN)

Some individuals exhibit a deficit in the speed and automaticity of retrieving names for letters, numbers, colors, or objects. This can impact the development of reading fluency.

Double Deficit

A student with a "double deficit" experiences weaknesses in both phonological awareness and rapid naming speed.

Manifestations Across Age Groups

The characteristics of dyslexia evolve as academic demands change, presenting different challenges at various stages of a student's educational journey.

Kindergarten and 1st Grade (Beginning Reading Instruction)

  • Struggles with phonemic awareness, such as segmenting words into individual sounds, blending sounds, and recognizing rhyming patterns.
  • Difficulty acquiring letter-sound knowledge and connecting symbols to their corresponding phonemes.
  • Problems with decoding simple three-letter (CVC) words, leading to slow and inaccurate reading.
  • Slow progress in building a repertoire of sight words and developing reading fluency.
  • Challenges with sequencing sounds and letters in both oral and written tasks.

2nd and 3rd Grade

  • Persistent difficulty with single word recognition, often leading to mispronunciations or omissions.
  • Labored and inaccurate decoding, frequently guessing at words rather than systematically sounding them out.
  • Slow reading rate and lack of fluency, making reading a tiresome and frustrating experience.
  • Significant spelling challenges, with phonetic but non-standard spellings (e.g., "rite" for "right," "sed" for "said").
  • Reading comprehension is often compromised due to the cognitive effort expended on decoding.
  • Over-reliance on context clues or picture cues rather than direct decoding skills.

Intermediate Grades (4th through 6th Grade)

  • Students become overwhelmed by the increasing volume of reading material and the sustained effort required for academic assignments.
  • Reading fluency may appear adequate for basic texts but breaks down significantly when encountering more complex vocabulary or subject matter.
  • Avoidance of reading aloud due to embarrassment or anxiety about making errors.
  • Spelling and written expression difficulties persist, impacting the quality of reports, essays, and homework.
  • Weaknesses may become "hidden" as students develop compensatory strategies, but they still expend excessive energy on reading.
  • Vocabulary gaps emerge due to reduced exposure to printed text.

Middle School, High School, and Postsecondary Education

  • Fluency issues persist, leading to reading fatigue, especially with lengthy academic texts.
  • Students develop sophisticated compensation strategies, but these are often inefficient and time-consuming.
  • Academic production struggles in subjects requiring extensive reading, writing, and organization.
  • Spelling difficulties continue, impacting professional communication and academic grades.
  • Verbal processing difficulties may manifest in slow retrieval of words, difficulty with rapid information processing, or challenges following complex oral instructions.
  • Memory and sequencing problems can affect note-taking, test preparation, and multi-step tasks.
  • Avoidance behaviors increase, including procrastination, withdrawal, or disengagement from reading-heavy courses.
  • Related difficulties may include challenges with foreign language acquisition, time management, and self-esteem.

Proven Outcomes and Success Rates: The Power of Early Intervention in Dyslexia

Research consistently demonstrates that early identification and intervention are critical for improving reading outcomes in students with dyslexia. When evidence-based, structured literacy approaches are implemented early, children can achieve significant and lasting progress in reading, spelling, and comprehension.

Key Research Findings

Early intervention can reduced reading failure rates by up to 90%

Multiples studies have shown that when children at risk for dyslexia receive intensive , explicit instruction during kindergarten or first grade, 70-90% of them can reach average reading levels by third grade.

  • Torgesen et al., 2001; Fletcher, Lyon, Fuchs, & Barnes, 2007; Vellutino et al., 2004

Neuroimaging research confirms that early intervention changes the brain

Functional MRI studies show that evidence-based reading interventions can "normalize" brain activation patterns in children with dyslexia, allowing them to use similar neural pathways to those of typical readers.

  • Shaywitz et al., 2004; Meyler et al., 2008; Eden et al., 2004

Early support improves academic & emotional outcomes

Significant improvements in reading fluency, comprehension, self-concept, and reduced anxiety are observed with early and consistent support.

  • Snowling & Hulme, 2012; Muter & Snowling, 2009; Catts et al., 2016

Crucial "Window of Opportunity"

The "window of opportunity" before third grade is vital; intervention after this period requires 3-4 times more instructional time.

  • Lyon et al., 2003; Foorman et al., 2015

Monica Terrades, Founder

I bring over two decades of experience in education, psychology, and bilingual teaching to the heart of our center. With advanced degrees in Psychology, Neuropsychology, and Logopedics, as well as specialized training in Gifted Education and the Orton-Gillingham approach, I have dedicated my career to helping students thrive both academically and emotionally.

My professional journey has included leadership and teaching roles in Spain and the United States, where I've served as a bilingual teacher, curriculum coordinator, and accreditation team member for international schools. Throughout these experiences, I've focused on creating equitable access to literacy by designing differentiated instruction, leading Multi-Tiered Systems of Support (MTSS/RTI), and mentoring teachers in best practices. Working with both English and Spanish dual language programs has also deepened my understanding of how language, culture, and cognition intersect in the learning process.

My expertise includes the Orton-Gillingham approach and other evidence-based intervention strategies for students with dyslexia and language-based learning differences. I am strongly committed to evidence-based practices such as the Science of Reading. As a trained Orton-Gillingham practitioner, I combine structured, research-driven instruction with a compassionate, individualized approach. I believe that every child learns differently, and I strive to tailor each lesson to meet a student's unique needs. My philosophy is rooted in the belief that literacy is not only a foundational academic skill but also a gateway to confidence and independence. By aligning multisensory teaching with the Science of Reading, I help students experience success step by step—building both competence and self-esteem.

As the founder of this center, I bring together my academic background, professional experience, and personal vision to create a supportive, student-centered environment where children with dyslexia and other language-based learning differences can thrive. I am deeply committed to partnering with families and schools to ensure that learning strategies are reinforced across settings and that every child feels supported throughout their journey. Beyond academic growth, I prioritize the development of resilience, self-advocacy, and a lifelong love of learning—essential qualities that empower students not only in the classroom but in all areas of their lives.

Master's degrees in Psychology, Neuropsychology, and Logopedics from prestigious European and American universities.

Specialized Training

Certified in Orton-Gillingham methodology, Bilingual Education, and MTSS implementation for literacy support.

International Experience

Leadership roles in bilingual education, accreditation teams, and teacher mentoring across diverse educational contexts.

Services

Leveraging my expertise in educational psychology, neuropsychology, and specialized intervention strategies, I provide evidence-based support to schools, families, and teachers across three key areas:

  1. Personalized English intervention for students with dyslexia and reading difficulties, utilizing the Orton-Gillingham multisensory approach. We focus on students from kindergarten to third grade (ages 5-8) who have already been diagnosed with dyslexia or exhibit reading acquisition challenges, particularly those struggling with literacy foundations (phonological awareness, phonics, fluency, vocabulary, and comprehension). Services also extend to older students facing similar foundational skill deficits.
  1. Consultation and implementation of MTSS/RtI frameworks for schools and protocols, ensuring students receive appropriate support at the right time. This includes continuous data-driven decision-making to optimize learning outcomes.
  1. Collaborative partnerships with families to empower them with strategies for home support, reinforcing reading and writing progress and fostering a supportive learning environment.

Our Comprehensive Assessment Process

01

Universal Screening for Schools

Brief assessments identifying students at risk for reading difficulties, measuring foundational literacy skills like phonological awareness.

02

Language Evaluation

Detailed analysis pinpointing specific skill gaps in phonemic awareness, word recognition, spelling, and fluency to guide instruction.

03

Progress Monitoring

Frequent assessments tracking student learning and instructional effectiveness, allowing real-time adjustments to intervention plans.

04

Comprehensive Review

Formal evaluation gathering data across all domains to determine specific education needs and develop individualized support plans.

Our Structured Literacy Approach

What We Teach

  • Phonology and phonemic awareness
  • Sound-symbol associations (phonics)
  • Syllable structure and patterns
  • Spelling rules and orthography
  • Morphology and word parts
  • Reading fluency and comprehension

How We Teach

  • Explicit: Direct instruction with clear modeling
  • Systematic: Logical sequence from simple to complex
  • Multi-sensory: Visual, auditory, kinesthetic learning
  • Diagnostic: Continuous assessment and adjustment

Start Your Success Story Today

Ready to Transform Reading Struggles into Success?

Every child deserves education designed to celebrate their strengths while addressing their challenges. Our evidence-based, compassionate approach creates confident, capable readers.

Whether you're a parent seeking support, an educator wanting training, or a school implementing systematic change, we're here to partner with you.

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Together, we transform reading challenges into lifelong learning success.

Learn More About Dyslexia: Trusted, Science-Based Resources

At Valencia Literacy Institute, we believe that informed parents are empowered partners in their child’s learning journey. The following organizations and research centers provide credible, evidence-based information about dyslexia — from how the brain learns to read, to effective teaching methods, and practical ways to support your child at home.

These trusted resources reflect the latest findings from neuroscience, psychology, and education research, helping you understand not only what dyslexia is, but also how children with dyslexia can thrive with the right support.

Major Scientific & Medical Organizations

  • National Institute of Child Health and Human Development (NICHD) - nichd.nih.gov
    Research-based information on how children learn to read, early identification of reading difficulties, and scientific findings on dyslexia.
  • National Center for Learning Disabilities (NCLD) - ncld.org
    Provides resources on the science of learning disabilities, including dyslexia, and evidence-based educational strategies.
  • Yale Center for Dyslexia & Creativity - dyslexia.yale.edu
    Founded by neuroscientist Dr. Sally Shaywitz, this center shares leading research and practical tools grounded in decades of brain science.

Educational & Research-Based Organizations

  • International Dyslexia Association (IDA) - dyslexiaida.org
    Focuses on literacy for all, offering research, conferences, and information on effective reading instruction and interventions for dyslexia.
  • Understood.org - understood.org
    Offers practical, evidence-based resources and support for parents of children with learning and attention issues, including dyslexia.
  • Reading Rockets - readingrockets.org
    Provides free, research-based information and resources on how young children learn to read, why some struggle, and how to help them succeed.

Additional Parent-Friendly Resources

  • Child Mind Institute - childmind.org
    Offers resources on childhood mental health and learning disorders, including articles and guides on dyslexia and related issues.
  • The Reading League - thereadingleague.org
    Promotes awareness and understanding of the "Science of Reading" to ensure all children learn to read, offering resources for educators and parents.
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