Reading instruction that begins with understanding the learner.

Specialized reading and spelling instruction for students with dyslexia and persistent literacy difficulties.

When reading is difficult, the next step is to understand where the difficulty lies. A student may struggle to read unfamiliar words, spell accurately, develop fluent reading, or make sense of text. Effective instruction begins by identifying those needs and responding with a purposeful plan.

At Right Start Reading, I provide individualized instruction informed by reading science and the Orton–Gillingham approach. Each lesson builds on what the student knows, directly teaches what is still developing, and provides practice to help skills become accurate, dependable, and increasingly automatic.

A careful, responsive approach to remediation

Students can have similar reading difficulties for different reasons. I look closely at assessment information, reading and spelling errors, and responses during instruction to determine what to teach and how to teach it.

Instruction is explicit, systematic, and cumulative. Progress guides decisions about pacing, practice, and next steps. The goal is meaningful improvement in the skills students need to read and write with greater independence.

Depending on the learner’s needs, instruction may address:

• Phonemic awareness and connections between sounds and spellings

• Word reading and spelling

• Reading accuracy, automaticity, and fluency

• Vocabulary, morphology, and comprehension

• Sentence construction and written expression

About Sarah

I’m Sarah Bobal, a certified reading specialist, former kindergarten teacher, and Orton–Gillingham Fellow in Training with more than ten years of tutoring experience.

My work centers on understanding why a student is struggling and translating that understanding into clear, effective instruction. I bring careful observation, ongoing professional study, and a responsive approach to each lesson.

I respect the effort students put into learning to read—especially when progress has been difficult. My role is to provide instruction that is both rigorous and supportive, with clear explanations, purposeful practice, and expectations suited to the learner.

Clear communication with families

Families deserve to understand what instruction is targeting and why. I explain the skills we are working on, share observations about progress, and discuss areas that continue to need support.

Discuss your child’s reading needs

An initial conversation gives us an opportunity to discuss your concerns, your child’s learning history, and whether my services would be a good fit.