Denver, Colorado · Science of Reading
Science of Reading Tutor
21
Years as a literacy educator in Denver Public Schools
I've been teaching literacy for 21 years. For much of that time, I've integrated Science of Reading and structured phonics programs directly into my classroom.
For the past two years I've worked as a reading interventionist, providing intensive, targeted support to students who are significantly behind grade level.
I'm now offering private tutoring to families in the Denver area who want a structured, research-based approach to reading.
The "Science of Reading" refers to a body of research spanning more than 40 years of cognitive science, linguistics, and education. It tells us, with a high degree of certainty, how the brain actually learns to read — and what happens when that process breaks down.
For decades, many schools used approaches that felt intuitive but weren't backed by this research. The result: millions of children who could have learned to read fluently were instead labeled "struggling readers" and left behind.
The programs I'm trained in — Orton-Gillingham, Wilson Reading, and Really Great Reading — are all built on this science. They're structured, explicit, and systematic. They work for the vast majority of students who have struggled with other approaches.
Fill out the form below with a little background on your child — what you're noticing, what's been tried, and what grade they're in. I'll follow up within 24 hours.
We meet for approximately 30 minutes so I can assess your child's current reading skills. This gives me the specific data I need to understand exactly where they are and why they're struggling.
I'll analyze the assessment data and put together a personalized reading plan for your child. You'll receive it by email before our first tutoring session begins.
Consider reaching out if your child is experiencing any of the following:
Your child avoids reading or gets frustrated quickly when asked to read aloud
They guess at words instead of sounding them out, or skip words entirely
They've been in reading groups or intervention at school, but progress is slow
A teacher has suggested they may have dyslexia or a reading-related learning difference
They read slowly and laboriously even after years of practice
You've tried other tutoring and it hasn't moved the needle
"[My son's] reading improved immeasurably. Prior to the school year, [he] did not read at all at home. As the year progressed, the frequency of his reading at home increased until eventually, he was reading on a daily basis. We can't thank Miss Bonato enough for the remarkable advances [he] made this school year."
— Parent of a former studentThe first conversation is free and there's no pressure. Tell me what's going on and I'll give you an honest assessment of whether I think I can help.
Free consultation · No commitment required