Since our founding, Children's Literacy Services has been known for bringing quality literacy services at an affordable price to students from Foley to Loxley and everywhere in between. We now have two office spaces centrally located in Daphne and Summerdale for homeschooled students and after school reading and dyslexia tutoring sessions. 


To improve the reading, writing, comprehension and spelling abilities of children who struggle with literacy skills. 



An empowered community of teachers, parents, tutors, school administration, and students, working together for literacy, so that all individuals have the opportunity to achieve their full potential.



We help struggling readers by:
• Increasing community awareness and understanding of literacy issues.
• Offering affordable, accessible, accommodating and effective direct services
• Training educators in specialized reading instruction


From after school programming to individualized, one-to-one sessions, our customized tutoring services are available on a sliding scale and additional scholarships are available for qualified students.


Contact us to see about applying for tuition assistance.


Using the Orton-Gillingham approach, we focus on reading, writing and spelling for struggling readers.

Using the Orton-Gillingham approach, we focus on reading, writing and spelling for struggling readers. Research shows this approach is effective in helping students overcome the challenges of a Reading or a specific learning disability such as Dyslexia.

The therapist will create a plan to address the child’s specific needs and set goals for improvement. Your child may participate in a one-to-one session or small group program. We advise at least two sessions lasting between 45 – 60 minutes per week for substantial progress to be made.

Our lessons include the essential components of evidence-based reading instruction:  ​


  • Phonemic awareness - hearing and manipulating letter sounds,

  • Structured phonics - enables beginning readers to decode or sound out new words

  • Improving vocabulary - facilitates reading comprehension

  • Fluency - enables a reader to read with speed, accuracy and appropriate expression

  • Comprehension - enables your child to process text and understand its meaning

  • Handwriting -- facilitates fluency and comprehension



You and your child are not alone.

Learn to Read

Pre- and post-testing in phonemic awareness, word attack, written spelling, sight word recognition, fluency and comprehension is administered to measure student progress.


Our tutors find this system effective, not only with children who have language-related learning differences, but also with students who struggle to learn to read because of poverty (lack of exposure to print and rich vocabulary) or English Language Learning (ELL) issues.


Students attending public school, private or home-school are welcomed.
Located in Summerdale and Daphne, AL, we offer services and resources for students who struggle with reading and those who teach them.  With the support of donors and volunteers, we change the trajectory of student lives by helping them gain the skills necessary to become readers.

Children's Literacy Services is a 501(c)(3) not for profit organization.



And what it is not.

15-20% of school aged children have reading problems. And for 90% of poor readers, early intervention tutoring can increase reading ability to an age appropriate level. One year of phonics intervention resulted in increased left hemisphere neural activity in school-children. An fMRI has documented improved changes in pre and post images of brains in dyslexic adults who have undergone treatment for dyslexia.

More Sobering Statistics:

  • Children do not outgrow poor reading; 74% of poor readers in 3rd grade are still poor readers in 9th grade. The gap widens over time.

  • NAEP scores for 2017: 71% of Alabama’s 4th graders score below proficient in reading; nationally the figure is 65% (for African-American 4th graders in AL, 85% are below proficient; Hispanic students in AL, 84%)

  • Dropout rates for students with disabilities range from 16% to 84%. 

  • 85% of juvenile offenders have a reading difficulty.

  • Two-thirds of American children cannot read proficiently at the end of 3rd grade.​

  • ​In low-income neighborhoods there is only 1 age appropriate book for every 300 children.


Some children (but not all) who struggle with reading actually have dyslexia. As defined by the International Dyslexia Association dyslexia is “a specific learning disability that is neurological in origin. It is characterized by difficulties in accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

It is not a lack of intelligence or motivation. It is not an intellectual or developmental disability. It is not reading or writing letters backwards, lack of educational opportunity, caused by poor eyesight, vision problems, or hearing problems, nor is it acquired as the result of a head injury or a degenerative disease. A determination of dyslexia can be discouraging, but there is good news.

“To achieve an education, each student must first develop reading skills. No exceptions, no excuses.”