Susan Barton loves it when parents, tutors, and teachers post success stories on Facebook, like this one.
My little girl passed the Barton Level 4 posttest tonight. I high fived her and told her how proud I am of her.
She asked, “Mom, why are you crying?”
“Because you almost could not read at all this time last year. Look how far you’ve come.”
She then shared that she’s no longer afraid to read in front of the class.
Don’t give up, mamas! Celebrate the little milestones and successes!
Erika Workman, parent
I love getting email from parents who decided to tutor their own child at home, like this one:
It’s a hot summer day in Kansas, and I’m sitting outside my son’s door with tears running down my cheeks as I listen to him read a chapter book out loud to himself.
He is so proud of the way he can read. He began your program on July 29th last year, so he is just one week shy of his one year anniversary.
I am a former 3rd grade teacher who teaches him Barton at home, Monday through Friday, one hour a day.
You have changed the course of his life.
And you have given us, his parents, so much hope.
Bless you. We are grateful for you!
Ann Elise and Michael Harmelink, parents
Overland Park, KS
Don’t waste the summer. Instead, tutor every day and your student will make amazing progress, as this parent shared:
When our son finished second grade, the school evaluated his reading level. It was 1.9, which meant he was a full year behind.
After only 2 months of tutoring him myself over the summer every day, using the Barton Reading & Spelling System, he has improved greatly. The school tested him at the beginning of this year, third grade, and his reading is now 3.2 to 5.0.
His self-confidence is so much better than it was a year ago. He will even read out loud in Sunday school in front of his friends.
Recently, there was a story about a dyslexic boy in their lesson. Our son raised his hand and shared that he has dyslexia, too. Jonah explained that he was born with it, and that he can read just as well as any of them, it just sometimes takes him a little longer.
Bless you for what you have done for our son.
This is why Susan Barton warns parents that if their child needs testing to prove dyslexia, do not wait until they have finished the Barton System.
I wanted to share some exciting news about my son, Brian, who is now 16.
He was diagnosed with severe dyslexia when he was 10.
He needed an updated educational evaluation for accommodations on the college entrance exams. He was evaluated by Dr. Varia, Ph.D. from Mindwell Psychology. She has a strong specialty in dyslexia.
After Dr. Varia tested him, she told me that she would not have known Brian has dyslexia had I not told her prior to the exam. Her testing did not pick it up. She said Brian has been completely remediated. I was stunned!
I knew your program was the best, but I had no idea that it could improve Brian’s reading and spelling skills to the point that his dyslexia became undetectable.
So from the bottom of our hearts, thank you so very much!
Amy Summers, parent
and Certified Barton Tutor at the Advanced Level
Susan Barton loves hearing from Barton tutors who monitor progress using normed standardized tests, as Karyl does:
I have been using the Barton Reading & Spelling System for 16 years. The growth in my students reading and spelling skills is amazing.
I use the Word Identification and Spelling Test (the WIST) to monitor progress.
Most of my students have scores in only the 1st to 5th percentile on their first day of tutoring.
I give the WIST again at the end of Level 4. Their reading and spelling scores then range from 45th to 55th percentile.
But I urge parents to continue the tutoring process because by the end of Level 8, their children’s reading and spelling scores jump to the 75th to 95th percentile — way above their peers.
Parents and teachers call it a miracle. But I know it is the Barton System that makes their success possible. Thank you, thank you, thank you!
Certified Barton Tutor at the Advanced Level
Los Angeles, CA
Susan Barton loves getting emails from excited parents, like this one:
I have to share a proud mommy moment.
My 8 year old was diagnosed with dyslexia and dysgraphia right before he turned 7. He struggled with reading every day.
One day he came home and began to sob. He told me sometimes he gets mad at God for giving him a stupid brain. He said, “I know the right answer in my brain, but the wrong word comes out of my mouth.”
As a teacher, that was hard to hear. As a mom, it was devastating. I had no clue how to help him.
That night, after I dropped him off at karate, I drove straight to a tutoring clinic that specializes in dyslexia. (They use the Barton Reading & Spelling System.) I walked in and proceeded to cry like a fool. The tutor said, “It’s OK. We will help him.”
Fast forward 15 months. My son is reading above grade level, he LOVES to read, and his test scores are out of this world.
I am so proud of him. He is the most dedicated kid I have ever seen. He never complains about tutoring twice a week (even in the summer), and he works hard for the entire 60 minute session.
My son is my HERO. I’m not sure I could have overcome the obstacles of dyslexia. His dedication and determination AMAZES me.
Frankie Humble, parent
Grandparents can play such an important role in helping a grandchild, as this grandmother shared:
I love tutoring my nine-year-old granddaughter remotely with the Barton System. She lives 1,000 miles away, yet I can still help her.
Before Barton, learning to read was a daily struggle for her, and she was often in tears. She was recently diagnosed with severe-to-profound dyslexia.
The Barton System has turned this around for her in just 2 ½ months.
Her parents share that she is now cheerful and looks forward to our online tutoring sessions. Those sessions have brought us closer together.
And her mother recently caught her reading signs at the gas station.
Thank you for developing the Barton System. It’s brilliant.
Joyce Ulshafer, grandmother
The right tutor, using the right program, can change everything — as this parent shared:
Hayden was not diagnosed with dyslexia until fifth grade.
Looking back, however, there were signs: family history, hours spent on homework that should have taken less than half the time to complete, trouble memorizing spelling words for the weekly test, not reading at grade level and the most obvious, but missed, was dysgraphia.
Hayden did not verbally communicate his struggles. He just said he hated school. His behavior at school was fine. In fact, the teachers loved him. Where we noticed problems were outbursts of anger and frustration at home and during sports.
So we decided to hit a reset button and pull him from all things not related to school.
We sent him to tutoring at Kumon, which only made things worse because he was sent home with lots more work to complete.
We also made him practice handwriting for a half an hour a day, which again, only made things worse.
I had a friend who was certified to test for dyslexia and after talking with her and having him tested, she confirmed Hayden was dyslexic. She had a list of recommendations.
On the top of her list was getting Hayden into tutoring with the Barton Reading & Spelling System, and Kelly Christian was the tutor she recommended.
When we met with Kelly, she was not only super sweet and personable, but she really knew what we were struggling with.
Hayden began tutoring with Kelly two times a week in June 2016. She made tutoring fun, and they developed a great relationship. He did not fight going, and we started to see positive changes right away. His grades started to improve and so did his attitude.
Using the new techniques Kelly showed him, Hayden started reading again and was even able to understand why words are spelled the way they are and how to break them down into the smaller root word.
He completed the 10 level program in just under 3 years, in March 2019.
Hayden is a different student now. He understands what he’s learning and doesn’t hate school.
By showing him the reasons why, and the different tricks we dyslexics can use to learn and remember, Hayden is back at grade level and ready for high school.
Kari Carlson, parent
San Clemente, California
Susan loves getting emails from parents, like this one:
When I first contacted you, we had already tried Orton Gillingham, Lindamood-Bell, a private school for dyslexic students for 2 years, vision therapy, tutoring at a Score center, and the Sound Reading program. Nothing had worked.
Truly I was at a loss when I turned to you. Thank you for the Barton System. It is the ONLY program that worked for my son. He loves his Barton tutoring sessions, and he now feels confident, creative, and gifted.
Sky has finished Level 9 of the Barton System and is doing so well in school.
He did concurrent high school and college enrollment. After the first month, he stopped using all of his accommodations (textbooks on audio, recording of lectures, and extra time on tests). He got all A’s and B’s on his college assignments, and A’s on his final exams.
He just graduated high school, in 6 months he will complete his Auto Tech Certification, and then he will continue on for a college degree in Automotive Engineering and Design.
The Barton System is fabulous, concise, flows and builds on itself, and most importantly, it works.
Thank you for creating this system and being an advocate for dyslexia.
Meri Seibert, parent
Los Angeles, CA
My son Kody completed all ten levels of the Barton Reading & Spelling System. He is now a Junior in high school. He recently wrote this paper for English class. I wanted to share it with you.
Being 17 years old and having dyslexia may not seem like a big deal. But what I’ve had to do to this point in my life may be hard for others to comprehend. For most people, when they hear of someone that has a disability, they feel bad and look down on them.
People do not understand how hardworking, motivated and determined we are.
From the beginning of elementary school to third grade, I was always behind in school and not progressing like other students in my class, no matter how hard I had worked. I was then tested for dyslexia.
Being told I have a disability by my mother was really hard to accept in the beginning; however, it may have actually been one of the best parts of my life.
I finally had an explanation as to why I wasn’t doing as well in school. Teachers finally would stop saying that I “wasn’t trying” or that I just needed to put more effort into school.
I knew that having a disability was not going to cause me to give up. I knew that I would have to work twice as hard as everyone else.
I pushed myself throughout the rest of elementary school and through middle school, trying to get on the same level as my peers. I tried many things — such as doing different reading programs (some that had helped amazingly, the Barton Reading & Spelling System, and others that did not), working with my teachers one-on-one outside of school, and spending every night doing four to five hours of homework when other kids would get their homework done in class.
The one goal I wanted to achieve by high school was to avoid standing out from everyone else. Going into high school, I was finally on the same level as the other kids in my grade.
Having known and experienced just how hard it can be to have a disability, I have insights as to what other kids are most likely dealing with. It may be peers making fun of them, being told they can’t do something just because of their disability, or teachers not understanding how they learn best.
For me, the most stressful part of class was being terrified I was going to be called on to read out loud and then being judged by my peers.
When given a writing assignment, I would sit by myself, away from everyone, so no one would be able to see my writing and laugh at me.
Being someone with a disability, I know that there are always going to be people who will never understand the journey that I, along with many others, have faced; nor what I have done to get to where I am now. I hope that sharing my story will help others understand not only the negatives of having a disability, but also to see the opportunities that are possible.
Through all the struggles I’ve faced and experienced, I have always pushed through and thrived. The biggest advice I can give to someone with a disability is not to be ashamed of it or let it label you as “abnormal” (compared to whatever “normal” may be).
In my case, I would never say, “I’m a dyslexic.” I would say, “I am a person that has dyslexia.”
A disability is one part of who you are; it’s up to you to show the world how you want to be seen.
Koby Koblitz, Barton Graduate