Reading BootCamp, LLC.

We provide private, specialized and individual tutoring and testing for children with dyslexia, ADHD or other learning disabilities for reading, writing or math.  We focus on multi-sensory, explicit and systematic learning with clinically proven protocols such as the Barton Reading & Spelling Program, an Orton-Gillingham based system. The Barton Program is an intense intervention for all ages that is customized for individual needs and pace to provide foundational building blocks to develop reading and spelling skills.

Kristin Pease

Kids have been my passion since I was a young child.  And kids with challenges have always had a place in my heart.  So naturally, I pursued a degree in Special Education at The Ohio State University, with a focus on students with learning disabilities.  I taught students with learning disabilities for eight years; however, not as much was known back then in the 90’s about how a dyslexic brain is wired and how it learns to read. In fact, it wasn’t until 2009, when my own son was suspected of having dyslexia that I learned all about it.  I attended the University of Cincinnati in 2012 and received my TESOL (Teaching English to Students of Other Languages) endorsement.   Soon afterwards, I learned about the Barton Reading & Spelling System.  I began trying it out with several children who had a history with reading and writing difficulties.  After only a few months, I was convinced that children who struggle in the areas of reading, listening, speaking, and/or writing need to have access to this type of program.

I would love to instruct your child for two to three hours a week, so that you can see the academic growth that is available to them.  (Kristin.ReadingBootCampOhio@gmail.com)


Emily book

 Susan Barton is on the left, and Emily Book is on the right.

Education is my passion!   I graduated with a BS in Elementary Education and taught in an Elementary School in Portsmouth, Ohio.   But it didn't take long before I began wondering why some students learn to read with ease, while others struggle to sound out the smallest of words.  Unfortunately, the answer was not revealed to me for many years.

I first learned about the Barton Reading and Spelling Program eight years ago when my Goddaughter was diagnosed with dyslexia.  Before I started tutoring her, she scored below the 1st percentile in reading as a second grader.  But within seven months of having Barton instruction two hours a week, she tested in the 50th percentile.  I was intrigued!  My second student was 10 years old and could only read five pre-primer words.  I knew she was intelligent and very articulate but could not break the reading code.  For two months we worked hard and it seemed we weren’t making much progress.  But at month three, she had a breakthrough!  The student’s mother called me crying and said her daughter read to her for the very first time.  I was hooked!  As a result, I have been blessed to be able to help children learn to read and write for the last seven years using this Orton-Gillingham based system.

I am committed to learning as much as I can so that I help more and more students.  I have been trained in the Barton Reading & Spelling System, the Academy of Orton-Gillingham Practitioners and Educators (AOGPE), and the Institute for Multi-Sensory Education (IMSE).   I went back to school and now have over 15 hours of graduate work relating to phonemic awareness and teaching students of other languages.  Currently, I am in the process of writing a computer program and an app for students to use as reading and spelling practice for the Barton levels/skills they have learned.  And in the community, I deliver dyslexia simulations and informational meetings, as well as providing school districts with professional development.  

Public awareness is needed to motivate change in the way we educate our teachers and students. Dyslexia is not an isolated problem.  It affects 15-20% of the population and is the most common reason students struggle with reading, spelling and writing.  It must be addressed in our schools and society.  The best way to remediate dyslexia is to intervene early with a structured multi-sensory, explicit program.  Therefore, I am working at the state level to initiate dyslexia legislation, that will mandate schools to screen kindergarten students for dyslexia.  

I am also working on the dyslexia pilot amendment that will provide early intervention and remediation for dyslexic students in a public school.  The amendment is currently being considered for inclusion in the state operating budget, HB49.

I look forward to meeting you and your child to learn about your child's unique learning needs.  (Emily.ReadingBootCampOhio@gmail.com)

Cindy Thompson, Ed.S., ABSNP, SP #530

While working as a school psychologist for the past 19 ­years, I have developed a passion for helping students with reading difficulties. I believe reading is the key to learning…reading opens up your world!  With the right early intervention, it’s amazing to see children go from non-readers to loving reading.  Throughout my career, I have attended numerous trainings on reading and dyslexia assessment and intervention. I strongly believe that if a child receives a systematic reading program, they CAN learn to read.  My education begins with receiving my BA in Psychology and Marketing from The Ohio State University in 1992. I received my Ed.S. in School Psychology from Kent State University in 1998 and a post­graduate certification from the American Board of School of Neuropsychology (ABSNP) in 2008. I also have my private license from the Ohio State Board of Psychology license beginning in 2001.  I currently serve on the executive board of the Ohio School Psychologists Association and have previously held officer positions on my regional school psychology board. While I have worked with children pre­-K through high school, my passion is elementary-aged children and finding ways to support those who struggle in reading.  

I welcome the opportunity to work with your child in order to evaluate and identify their specific learning needs so we can design a specific instructional learning plan that will achieve optimal results. Additionally, you are able to use the evaluation report and findings to compare to previous testing, share with your child’s school, or confirm suspicions you have had about your child’s specific academic needs. (Cindy.ReadingBootCampOhio@gmail.com)