Susan Barton loves hearing from parents about the impact Barton tutoring has had on their child, as this parent shared:
“We first noticed our daughter, Ella, was struggling in kindergarten. When her school closed because of COVID, her teacher sent home sight words to practice. No matter how many times we reviewed them, she could not remember them. The next morning, it was as if she had never seen them before. We became very concerned.
In first grade, Ella started receiving extra help at school from the Reading Specialist. It wasn’t long before we knew she needed more intense intervention. While sharing our concerns with other parents, two moms encouraged us to have Ella evaluated at the Dyslexia Reading Connection, and we will be forever grateful for their advice.
When Ella was diagnosed with dyslexia, our overwhelming feeling was relief. We finally understood why reading was so hard for her.
Ella talks openly about her dyslexia and embraces the unique way her brain works. We remind her often that she is “perfectly and wonderfully made,” and this journey has only strengthened that belief.
The Barton Reading & Spelling System has truly helped our daughter. The transformation has been remarkable. Today, Ella is reading at grade level! Barton tutoring has given her the confidence to do anything. We are so thankful to you, the staff at DRC, and Ms. Karrie — her incredible tutor.
Jackie Sharkey Parent Appleton, WI
Karrie Brass Certified Barton Tutor at the Masters Level Appleton, WI
Susan Barton loves hearing from graduates of the Barton Reading & Spelling System who are thriving as adults. Here’s Jordan’s story:
Throughout much of his childhood and adolescence, Jordan bore a silent burden that few around him noticed. Reading even simple three-letter words felt like climbing a mountain. As classmates zipped through homework and read aloud with ease, Jordan’s world was filled with anxiety, confusion, and a growing sense of inadequacy.
“Growing up, school was very difficult because I couldn’t read,” he remembers. “And everything you do in school is reading.”
Jordan was dyslexic, though no one had named it yet. His mother tried computer-based programs like Hooked on Phonics, and he was placed in special education classes. But nothing truly helped.
That changed when Jordan’s aunt recommended the Barton Reading & Spelling System. With the help of two dedicated tutors—Certified Barton Tutor Laurie Butler and Susan Barton herself—Jordan finally began to make progress. As his reading improved, his confidence blossomed. One day, he proudly read a paragraph aloud in class—a moment that once felt was impossible.
Then came another turning point. Jordan earned a perfect score on the reading portion of his GED exam.
“I was so excited and happy,” he shares, “because for the first time in my life, I got a 100% on something I could never do before.”
Today, Jordan enjoys reading books, spending time with his family, and caring for his Rottweiler, Geri. He has a successful career and a message of hope: With the right support, it’s never too late to learn.
Susan Barton truly appreciates hearing from graduates of the Barton Reading & Spelling System as they share their unique dyslexia journeys. Here’s Ruby’s story:
Ruby always knew that she “had something” because she felt like she learned differently from her classmates. She couldn’t read until third grade and constantly struggled with spelling. “For a long time, I felt stupid, like I couldn’t learn anything,” she recalls. “I just thought I was dumb.”
Everything changed when her mom discovered the Barton Reading & Spelling System. Ruby was nervous the first time she met with her Certified Barton Tutor, Laurie Frydenlund. But soon she realized that Laurie understood her in a way her teachers at school never had. Working through the Barton System gave Ruby confidence — something she says she never had before.
One memory that stands out for Ruby is riding in the car with her mom and suddenly realizing she could read the street signs. “I could never do that before, and that is probably why I want to be an educator,” Ruby shares. “Because of Barton, I found a love of learning, and I want to help kids learn too.”
Looking back, Ruby knows her journey would have been very different without the right type of tutoring. “The Barton Reading & Spelling System changes people’s lives 100%. I think about it all the time — what I would be without Barton. I would be a different person for sure.”
For much of her life, Yvette Jones carried the quiet weight of not knowing why reading was so difficult. It wasn’t until adulthood that she discovered she has dyslexia—and with that discovery came both relief and hope. Her story reminds us that it is never too late to understand your challenges and find the right tools to succeed.
When Yvette began Barton tutoring, she experienced what she calls her “aha moment.” For the first time, reading started to make sense. The barriers that once felt permanent began to break down, replaced by confidence and joy. Her journey shows the incredible power of structured literacy—not just for children, but for learners of any age.
Yvette’s testimony is proof that dyslexia doesn’t define your potential or put an expiration date on learning. Whether you are six or sixty, the Barton Reading & Spelling System can open new doors and offer the gift of reading. Now she shares that freedom with others. She tells parents who feel lost, “You are not alone. Dyslexia is not a weakness—it’s a gift.” Instead of hiding, Yvette speaks openly, serves at her church, and inspires others with her simple, powerful message:
“It’s never too late to learn. Dyslexia doesn’t define you—it can empower you.”
Watch this short 8-minute video to hear Yvette’s inspiring story in her own words.
Susan Barton loves hearing how Barton tutoring has changed a child’s life, as this Certified Barton Tutor shared:
Susan,
I’m thrilled to share an exciting update about one of my Barton students.
Benjamin struggled with reading and spelling from a very young age. Even when he was eight years old, he could not decode simple three-letter words and frequently wrote letters backwards. At first, his mother chalked it up to him being the youngest child. She tried many different reading programs, but none of them helped her son, and he continued to fall further behind.
Benjamin was formally diagnosed with dyslexia when he was 11. A year later, I began tutoring him using the Barton Reading & Spelling System. From the start, he showed tremendous dedication, worked incredibly hard, and ultimately, completed all ten levels.
Once Benjamin completed the Barton System, we started working on written expression using the IEW curriculum. Because of his creativity and intellect, I encouraged him to submit one of his stories to an international contest.
Today, Benjamin is a high school senior. He recently competed in his first speech competition and advanced to the regional level. He was also awarded a Karina Eide Young Writers Award for his exceptional short story, The Doppelgänger’s Dilemma.
It’s incredible to think that the same student who could not decode three-letter words is now delivering speeches and writing award-winning stories with confidence.
I am incredibly proud of the young man Benjamin has become and the inspiration he is to others who are walking a similar path.
Thank you, Susan. Your program truly changes lives.
Kristi Davis Certified Barton Tutor at the Masters Level IEW Accredited Writing Instructor
Susan Barton loves hearing about college-bound Barton students – like this one.
Dear Susan,
I love your newsletters! My 17-year-old daughter, Alyssa, is currently in Level 8 of the Barton Reading & Spelling System, and it has made such a difference in her life. Before starting Barton, she went through the Wilson program at a private school she attended from 1st to 6th grade. The Barton System has been a powerful resource for our daughter—not just in improving her reading, writing, and spelling, but also in helping with her anxiety and self-esteem.
Alyssa really struggled in elementary school. In kindergarten and first grade, we would spend one to two hours each night on homework that would take a typical child ten minutes to complete. Reading and spelling were extremely difficult for her, but she was always so determined to finish her assignments.
One day, I came across an Instagram post by someone I did not know personally. She shared that she was receiving dyslexia tutoring as an adult and mentioned that her father, a successful CEO, had also discovered his dyslexia later in life. She spoke about how transformative tutoring had been for both of them—not just academically, but emotionally.
That post led me to reach out to her and, eventually, to her mother, who is a Barton tutor. The rest is history! Alyssa’s tutor has helped her make tremendous progress with reading, writing, and spelling, and has also become a mentor and dear friend. Alyssa says the Barton System has boosted her confidence, helped her discover the joy of reading, improved her communications skills, and made completing schoolwork much easier.
Alyssa will head off to college this June, confident, happy, and beautiful. We are incredibly proud of how far she has come and can’t wait to see what her future holds.
A dyslexia specialist wrote this powerful letter in support of California’s Dyslexia Bill, AB 1369.
Dear Assemblyman Levine,
I am a mother of two (ages 7 & 10), and a resident of Nxxxx, California. I am also a former classroom teacher, Dyslexia Specialist, free consultant, and private tutor.
As I sit to write this letter, you are in Sacramento listening to stories being told from some faces of Dyslexia.
I wish I could have been there in person today, but I was at work, tutoring an 8 year-old boy who happened to be born with a Dyslexic brain. He is struggling to read, write and spell. My job is to remediate him. My job is to educate his teachers on how to help him. My job is to calm and reassure his family that everything will be okay. My job is to build this little boy’s self-esteem back up again so he can believe that he is smart, talented and able.
I am writing to you because I would like to be out of a job.
Years ago, when I was first teaching third grade, I began to notice patterns within a few children in my class. It happened every year, class after class, without fail. There were about 3 or 4 of them who could not read, write or spell – no matter what we tried. I sat in endless SST and IEP meetings, alongside a team of caring parents, administrators, specialists and teaching professionals – as we all brainstormed, time and time again, how to best reach these children so they could “catch up” and learn like the rest of the class.
I made the grave mistake of bringing up “The D Word” in front of my principal and resource specialist one day. They both whipped around and my principal sternly warned me, “Erin, it’s a good thing you didn’t say that in front of the parents! Don’t EVER say that word again. We could be liable for that. The district could be liable.”
Then the special education director schooled me, “Yes, he’s right. And besides, Dyslexia doesn’t even exist. It’s just a broad term that was brought out in the 70’s, but there isn’t actually a learning disability called ‘Dyslexia.’”
Believe me—I got the message loud and clear and never said that word again… until I left the classroom and went out on my own. And now I am one of thousands of teachers standing before you announcing, “Dyslexia does exist.”
I have been studying Dyslexia since 2006. In 2009, I took a graduate course entitled, “Screening for Dyslexia.” It was through the University of San Diego, taught by my mentor, Susan Barton. I have learned a great deal about Dyslexia in the past nine years. But what I have learned the most is not from what I’ve seen in lectures or conferences. I do not attribute it to reading countless books and articles. I did not hear it from the mouths of doctors and scientific researchers. I did not watch it in documentaries.
I have seen it in the hundreds of fearful eyes into which I’ve looked. I have heard it within the frantic voices of parents who call me on the phone. I have experienced it sitting in tear-filled, angry IEP meetings. I have felt it in the thankful hugs families give me after I have helped them.
What I have learned the most in the past decade is that there is a monumental need for professional, educational support in the field of Dyslexia. We need to do something to help these people so they will have an equal opportunity to learn like the rest of us.
I do not have Dyslexia. My children do not have it either. But thousands of Californians are being affected by this learning difference. They are desperate. They are angry. They are frustrated and sad. They feel ignored and alone. And I believe that every single one of them is justified in their thinking. We must help them. You must help them.
Please make it mandatory that teaching credential programs include education on Dyslexia. Please give current classroom teachers training on Dyslexia. Please screen children early so we can detect Dyslexia and give them the appropriate education they deserve.
Please pass AB 1369 so I do not have to continue crusading and working with Dyslexics by myself. These children need an army of people around them for support. I am but one person. We need help. I need help.
Bright Solutions for Dyslexia 