Reading, Writing & Dyslexia Support in Davidson, NC
Does your student struggle to read unfamiliar words, understand what they have read, or turn their ideas into clear writing?
At The Vinod Learning Center, Dr. Candice Meyer provides one-on-one instruction in reading, spelling, comprehension, and written expression. Students can strengthen foundational reading skills, work through challenging classroom texts, and develop clearer sentences, paragraphs, and essays.
We begin by understanding what your student finds difficult and identifying the skills that need attention.
When reading or writing becomes a struggle
Your student may benefit from support if they:
• Have difficulty sounding out unfamiliar words or spelling accurately.
• Read slowly or find reading tiring and frustrating.
• Read the words but struggle to explain what a passage means.
• Understand ideas aloud but have trouble putting them into writing.
• Need help organizing sentences, paragraphs, or essays.
Support for reading and writing
Word Reading & Spelling
Strengthen connections between sounds and letters, and practice using phonics and spelling patterns to read and spell unfamiliar words.
Reading Fluency
Work on reading accuracy and fluency, with attention to understanding, for students whose reading is slow or effortful.
Vocabulary & Comprehension
Build vocabulary and understanding of stories, novels, and textbooks so students can make sense of what they read and explain their thinking.
Writing & Written Expression
Turn ideas into clear sentences, organized paragraphs, and coherent essays. Instruction addresses grammar, punctuation, and structure while helping students express what they mean.
Meet Dr. Candice Meyer
Dr. Meyer holds a master’s degree in Reading Teacher Education from the University of Wisconsin–Oshkosh, along with a master’s degree and Ph.D. in Educational Leadership and Administration from the University of Wisconsin–Madison.
Her teaching experience spans kindergarten through high school and community college. She has also developed reading and grammar resources, bringing experience in both teaching students and creating instructional materials to her individual work with families.
What does instruction look like?
Reading and spelling
Dr. Meyer selects phonics materials for the student’s needs and provides opportunities to apply skills in text. Her Key West reading series introduces short- and long-vowel patterns through stories, connecting focused practice with reading.
Vocabulary and comprehension work addresses the meaning of the text as well as the ability to read its words.
Writing
Model sentences, diagrams, and exercises help students understand grammar, sentence structure, and punctuation. Dr. Meyer’s Your Voice in Print resource uses recurring sentence models to make these concepts concrete.
Students’ writing samples and templates for responses and essays help focus instruction on the skills they need to develop.
Connecting skills to schoolwork
Classroom novels, textbooks, and assignments can bring current school demands into the session. Students receive support with that work while also practicing the reading and writing skills they need to use more independently.
How we get started
1. Discuss concerns and goals
Tell us what your student finds difficult and what they would like to improve. School reports, previous evaluations, and information from parents and teachers can provide useful context.
2. Identify a starting point
Dr. Meyer reviews writing samples and observes the student reading appropriate material. This helps her identify which reading or writing skills should receive attention first.
3. Focus instruction and follow progress
Individual sessions address the student’s identified needs. Dr. Meyer follows progress through informal reading inventories, classroom work, and relevant test results, and discusses progress and ongoing concerns with parents through conversations, texts, or phone calls.
Questions families ask
Do you support students with dyslexia?
Yes. Dr. Meyer provides reading and spelling instruction for students whose learning needs include difficulties associated with dyslexia. Previous evaluation reports can help inform instruction.
What about Orton-Gillingham?
Orton-Gillingham is a structured approach to literacy instruction often associated with dyslexia support. Dr. Meyer is familiar with Orton-Gillingham and other phonics-based approaches.
If you are seeking a particular approach or program, let us know during the consultation so we can discuss Dr. Meyer’s experience with it and the instruction she would recommend for your student.
Can you help students who read adequately but struggle with writing?
Yes. Writing instruction can address sentence structure, grammar, punctuation, and the organization of paragraphs and essays. Your student’s own writing helps identify what needs attention.
Can sessions include school assignments?
Yes. School reading and writing assignments can help connect instruction to current coursework while providing opportunities to address underlying skills.
Is reviewing reading and writing skills the same as a psycho-educational evaluation?
No. Reviewing reading and writing skills helps guide instruction. A formal psycho-educational evaluation explores broader questions about learning and development. Our center offers these evaluations with psychologist Dr. Gary Patrick.
What should we bring to the first conversation?
Share your student’s grade, your concerns, and their goals. Recent writing samples, current reading material, school reports, or previous evaluations can provide useful context.