FAQs
1. Do I need an official diagnosis of dyslexia to benefit from the Barton Reading and Spelling system?
Personally, when my daughter couldn’t learn to read using traditional methods at the age of 5, I, a Colorado licensed teacher, learned about the Barton Reading and Spelling System at a talk Susan Barton gave in my area. During that talk, I learned that Dyslexia has warning signs. (A list of them developmentally is to the left.)
She had many of those indicators, so I decided to remediate and saw success within the 1st six weeks and we were off to reading from there. A diagnosis is very expensive, school districts will not provide nor will your medical insurance, so it is a large, out of pocket expense. Tutoring is also. Since I was going to need to make an investment, I went the tutoring route, not diagnosis. I tell my families if you don’t see improvement (not full remediation, but improvement forward) within six weeks with me, it may be time to consider a diagnosis. Thus far, this hasn’t occurred.
That being said, a 3-part 20 minute screener is necessary to determine that the Barton System is a good fit for your learner. I can perform this at your free consultation meeting.
Additionally, these requirements are necessary for each Barton student,
A Barton student must:
Be at least 5 years old
Speak and comprehend spoken English
This is NOT for children with a receptive or expressive language disorder.
This is NOT an ESL program.
A non-native English speaker must be able to speak and understand spoken English at a senior grade level.
There is an ESL screener to be taken and passed.
3. Have an IQ of 71+.
4. Struggles with spelling when writing stories, and cannot easily sound out unknown words when reading.
If someone can already read accurately and rapidly, and spells well, but only has trouble with comprehension, then the Barton System would not be needed or appropriate.
2. What does it mean that there are different levels of dyslexia?
Dyslexia is on a continuum, Mild > > > Moderate > > > Severe > > > Profound. All dyslexia is incurable, however, with an Orton/Gillingham based curriculum, it can be remediated. Getting the right tools and methods of learning to read and spell the way the dyslexic brain is wired is KEY to overcoming dyslexia.
3. How long does the Barton System take?
In my experience, when working with a mildly dyslexic 2E (twice exceptional-meaning Gifted & Talented AND has a learning difference-also known as neurodivergent), 17 year old-this student completed the whole system in 2 years. I also have a student on the other end of the continuum, profoundly dyslexic who battled 2 bone marrow transplants at age 9. He is on track to finish in 7.5-8 years. On average, the program takes approximately 4 years, which is impacted by both age at tutoring and the severity of the individual’s dyslexia.
4. Can I stop the Barton Reading and Spelling System when my child reaches their grade level?
To the left is the Scope & Sequence of the Barton Reading and Spelling system. Elementary teachers K-5 presume that students gain Levels 1-8 throughout their elementary career. Middle school curriculum/teachers presume most of their students have these levels relatively solid.
High School curriculum/teachers assume learners have an growing knowledge of Books 9 and 10.
That being said, it’s recommended that your learner work the entire Barton Reading and Spelling system from beginning to end. This multi-sensory method of teaching the dyslexic brain to learn to read and spell scaffolds (meaning builds upon each level). Stopping the program at any point stops the progress. Taking a lengthy break (more than a month) requires much review and adds additional sessions.
This program sets your learner up for success in academics and life as reading is everywhere. It IS an investment of time, money and effort both for you and your child. AND it’s worth it. I took each of my three personal children through the system as their father is severely dyslexic (20% of the population is estimated to be dyslexic worldwide, and when a parent is suspected there is a 50% likelihood your child will struggle with dyslexia). I wanted to be sure I provided all of my kids the best option I could. The likelihood that all three of them are dyslexic is slim as I, myself, am not. However, it does not hurt a non-dyslexic to learn in this method. It only hurts a dyslexic to NOT get quality Orton/Gillingham based remediation.
5. If my child starts the Barton Reading and Spelling System, is it true they have to stop reading at home and school?
When a student starts this system, they are instructed by the systems creator, Susan Barton, to cease ALL reading until the learner completes Level 3 for controlled text books I can loan and Level 4 Lesson 7 for self selected texts. (I then teach them how to choose material that is at their level and won’t frustrate them). Assigned textbook reading is written often above grade level and therefore isn’t recommended until Book 8. Learning Ally and other fabulous audio book options are a good resource to provide “ear reading” so students can get the content they are assigned in their coursework.
Though this sounds like a CRAZY requirement, when you think about it, it makes TOTAL sense. Dyslexics are famous for guessing the words they are reading, which is the whole reason they are working with me, to LEARN how to read the way their brain is designed to learn. As I’m re-building the way they understand reading from the ground up, I want them to cease the terrible habit of guessing once and for all. The only way they can do that is to abstain from reading altogether.
It can/should, however, be replaced with “ear-reading” or audiobooks as well as having people read to them. In doing this, they still develop vocabulary and can practice comprehension skills by recanting beginning-middle-end of written works summaries. Predicting what may happen next is another fun technique to keep learners engaged with the text. The only thing they are not doing ear reading is decoding words, which they are not yet equipped to successfully do.
My students stop “eye-reading” for a season, then add in eye reading strategically as skills are solidified. It’s a great plan that just works. The kids relieved expressions when they hear me tell their parents this is priceless as well ;-)
6. Do you work with any age?
I do! Sadly, there are dyslexics of many ages that don’t get the help they need and I can work with age 5 through adult. Working with adults is a special privilege. I’ve worked with my husband in his 40’s and have worked with a 27 year old post graduate student who was hitting walls when pursuing her Physical Therapy Degree. She did visit a professional to obtain a diagnosis for her learning struggles and then reached out to me for remediation.
The earlier I get to work with a learner in their life the better, but a motivated, older student is a true joy to equip. Filling their toolbox is rewarding for both of us.
7. Why do you exclusively use the Barton Reading and Spelling System?
There are many Orton/Gillingham based curricula from which to choose. Barton is considered one of the best in that it is a complete, multi-sensory system that really works beautifully with the way the dyslexic brain is designed to learn information. Visit https://bartonreading.com/ to learn more about the Barton Reading and Spelling System.
8. What are the qualifications of a tutor trained in the Barton System?
In order to be a Certified Barton Tutor, one must have tutored a minimum of three students through Books 1-3 of the Barton System. It’s also required to send in specific videos performing specific lesson as taught in Books 1, 2 and 3 as well as attend an all day training. Additionally, one must demonstrate strict fidelity administering the Barton Reading and Spelling System and then after all of those requirements are met, must be approved by a Susan Barton trained Trainer. This process is rigorous and strict, and because of this, ensures when you hire a Barton Certified Tutor you are getting a well vetted tutor. As difficult as the process was, I truly respect and have learned much from the entire process.
9. How do you track progress in the Barton Reading and Spelling System?
Progress is typically noticeable within the first 4-6 weeks when you will see your child interacting with controlled texts with accuracy you’ve not observed in them before. Ancillary controlled texts can be provided in Fluency Reading Lists, Spelling Tests and you’re always welcome to sit in on any session you’d like (or even all of them!). Controlled text stories are sent home at the beginning of Book 4 and students are encouraged to self select books (after learning HOW to choose books that they will have success reading) mid Book 4.
Before each student moves to the next book, they are post-tested to be certain mastery was achieved. If not, it may be necessary to gird up a lesson or two from the book. This is done to ensure the student is ready for the next book as all of Barton is taught to Mastery for the student.
10. What can I do as a parent to support my child while they are in the Barton program?
There are many things you can do to ensure the best result for your student. At the consultation meeting, I’ll provide you a thorough list of 5 things all parents are asked to do.
Prompt arrival
Making sure your child is well fed (protein please!) And rested which insures great attitudes and work ethics.
Ramp up sessions in slower seasons of life if you can, it will close the gap for your learner sooner.
Encourage your student to recount what they are learning regularly, perhaps on the car ride home, as it helps them cement the concepts when they teach them to you.
Questions parents should be asking me
Why isn’t my kids school helping me?
They aren’t equipped to provide the one-on-one to mastery education. They are likely doing the best they can with the tools and parameters they are given to work within. That being said, if they are in a small reading group and they aren’t taught to the mastery of the slowest learner of the group, some are left behind.
What is the entire Barton Reading and Spelling System Scope and Sequence?
It’s a 10 book start to finish program that scaffolds on each lesson within each book. (see above to the left)
Why is the minimum tutoring schedule twice a week?
Because it works. The repetition and exposure of 100 minutes per week are what cause the content to stick. 3 or 4 sessions a week is exponentially better. Some of my families change their frequency month to month based on life’s activities, seasons, etc.
How does the Barton System address both reading and spelling difficulties?
Explicit Teaching of Phonemic Awareness
Systematic Phonics Instruction
Simultaneous Multisensory Techniques
Teaching to Mastery for the Student
What support do Barton tutors provide to parents for practice at home?
Controlled text fluency lists
Controlled text spelling tests
Controlled text books when Books 1-3 are completed
Controlled text games
Can the Barton System be adapted for children with additional learning challenges, like ADHD or processing disorders?
Multi-sensory techniques help all learners. The Barton System naturally engages multiple senses (visual, auditory, and kinesthetic/tactile), which helps students with ADHD or processing disorders stay focused and learn more effectively.
For children with ADHD, sessions can be divided into smaller chunks with breaks to help maintain focus and avoid fatigue. Reinforcing games specific to the concept we are learning are a tool I use frequently.
Are there resources or tools outside of lessons that can help reinforce what my child is learning in Barton?
Absolutely, and I’m happy to provide those to you along the way. Fluency Lists, Spelling Tests and controlled text books are great ways to reinforce at home. I also provide a 1 page document with the terminology your child learns here so you’ll know how to re-direct/re-enforce what I’m saying/doing here in sessions. Consistency builds better.
I’m not sure I can/feel like I would reinforce well at home, is it required?
It isn’t required, however, it would gird your child up best. If you don’t feel confident, I’d love to suggest you sit in on as many sessions as is possible. Dyslexia IS hereditary, it’s highly possible you could have it. It would model so very much for your child that you would be willing to step into an uncomfortable/growth season alongside them! Conquering this mountain together could be a great bonding opportunity.
Another option would be to have a close grandparent or aunt/uncle that could fill the gap.
What accommodations are reasonable to ask for in my child’s classroom and with their homework?
Each family that meets with me for a free consultation receives a book, DyslexiaLand by Cheri Rae. This book, written by a parent who set out to research Dyslexia after a diagnosis and only found material written for academics, is a MUST have for any family embarking on the journey of advocating for their learner. It’s a fabulous resource that will guide a family toward success.
At minimum, you can ask your classroom teacher to support what you are doing with your time and money by ceasing ALL required “eye reading” to be replaced with “ear reading” until the necessary skills are in place. Learning Ally is an online resource that has most textbooks available for audio reading, as well as a plethora of fiction books.