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Dyslexia Therapy + Educator Professional Development

For schools: Research-based PD that sticks.

For families: Expert dyslexia therapy your child will actually like.

Works

That Actually

20+ Years in Education   |   CDT Candidate, APPLE Group (IDA-Accredited)   |   TOD-C Certified Evaluator   |   IEP Advocacy Support   |   Tri-State Area + Remote |

20+ Years in Education   |   CDT Candidate, APPLE Group (IDA-Accredited)   |   TOD-C Certified Evaluator   |   IEP Advocacy Support   |   Tri-State Area + Remote |

Transformational, Evidence-Based Literacy Support

Explore Offerings Rooted in Clarity, Collaboration, and Community

FOR EDUCATORS
FOR EDUCATORS
FOR STUDENTS & FAMILIES
FOR STUDENTS & FAMILIES

Empowering Educators, Students, and Families

Inside & Outside the Classroom

Reading and writing is challenging work. I partner with schools to build teacher capacity and with families to rewire the reading and writing brain. The greatest impact comes from precise, evidence-aligned instruction that empowers students, equips families, and strengthens educators.

Literacy Consultant Barb Golub

Hi! I’m Barb.

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Let's work together to bring joy and connection around literacy back to your classroom and home.

LEARN MORE
LEARN MORE

Building a Classroom Partnership for Lasting Impact

Individualized, research-based professional development that builds the knowledge and skills teachers actually need, not a one-size-fits-all training. As a practitioner actively working with students, I bring what's happening in real classrooms and real sessions directly to every workshop and consultation. Using the science of reading and Structured Literacy as the foundation, I meet teachers where they are, close the gaps, and adjust as they grow. And what's critical for kids with dyslexia? It turns out it's just good teaching for everyone.

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On-Site Residencies

  • On-Site Residencies will help educators learn content and practice evidence-based methods with more personalized support in group or 1:1 settings.

    Across several 2-4 day cycles, we will engage in a combination of activities, including:

    • Lab sites

    • Individual coaching

    • Curriculum mapping

    • Study groups

    • Creating and implementing school-wide vision statements

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Learning Institutes

  • Learning Institutes give educators the opportunity to learn about a topic as a mini course of study. Across 2-5 consecutive days, we work to:

    • Study a topic, in-depth

    • Create tools to support practice

    • Establish routines to collaborate with colleagues

    • Learn ways to implement key pieces of research into practice

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Literacy Coaching

  • My approach to Educator Professional Development gives district or building-based coaches ways to support their individual teacher goals. In this engagement I…

    • Facilitate meetings between coaches and administrators

    • Help create schedules for coaching cycles

    • Learn the content of coaching

    • Develop content and prepare for grade-level meetings

SCHEDULE A CONSULTATION
SCHEDULE A CONSULTATION
Outline drawing of a stack of five books. Barb Golub Dyslexia Therapy Literacy Consultant Educator Professional Development Homeschool Support

Dyslexia-Focused Structured Literacy Instruction

I provide individualized and comprehensive reading and writing instruction for learners with dyslexia, for those who show characteristics of dyslexia, and for typical readers who want a boost in proficiency. Instruction is rooted in Orton-Gillingham and follows principles of a multisensory structured language approach that is meaningful, long-lasting and JOYFUL. As a Certified Dyslexia Therapist Candidate through The APPLE Group, the only International Dyslexia Association-accredited program of its kind, I design lessons that are precise, measurable, and tailored to each learner. I will work alongside your school's in-house education team to support a truly collaborative relationship that enhances your students growth, regardless of age or grade.

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Dyslexia Screening

  • The TOD-C is a norm-referenced diagnostic that zeroes in on the core skills linked to dyslexia. Who it’s for: Anyone aged 5-adult

    • What it checks: The core skills tied to dyslexia: phonological awareness, rapid naming, decoding, spelling, and reading fluency.

    • Why it’s solid: Norm-referenced and evidence-based; a focused, efficient alternative to a full neuropsych when dyslexia is the primary question.

    • What you get: Clear results that tell you how a person compares to same-age peers, not just that they're struggling.

    • How it helps: Pinpoints the specific skill gaps driving reading difficulty so instruction (and IEP goals) can target the right things.

    • Why early matters: The sooner you know, the sooner intervention starts, and timing is everything in building a reading brain.

An illustration of an open book with a brain-shaped scribble above it, connected by a line, against a black background.

Dyslexia Therapy

Outline drawing of three stacked books with leafy plant branches surrounding them on a black background.

  • Dyslexia therapy is specialized instruction that targets how the brain processes language and reading. Research confirms that with appropriate instruction and dosage (twice a week, for one hour a session), dyslexic brains can begin to look and function like non-dyslexic brains.

    • What it is: A targeted approach that treats the root of reading difficulty. This is not homework help.

    • Why it’s different: Directly addresses how the brain processes sounds, language, and print.

    • How it’s delivered: Structured Literacy, one hour, two times per week, in-person or virtual.

    • Why it works: Backed by brain science; practice strengthens new neural pathways for reading.

    • Instruction model: The APPLE Group for Dyslexia, grounded in peer-reviewed research.

    • Quality assurance: The only Dyslexia Therapy program accredited by the IDA.

    • Results that last: Gains in reading, spelling, handwriting, comprehension, and independence that support lifelong learning.

Ongoing Support

  • Individualized, research-based instruction that builds the reading and writing skills your child actually needs, not a one-size-fits-all program. Using Structured Literacy and close progress monitoring, I teach to your child's strengths, close the gaps, and adjust as they grow.

    • What it is: Targeted instruction tailored to your child’s profile.

    • How it’s planned: Screening and data analysis guide goals and lessons.

    • How it’s taught: Structured Literacy: systematic, explicit, diagnostic, cumulative, multisensory and step-by-step to ensure your child understands the structure of our English language.

    • Family partnership: Clear updates, progress reports, and simple practice to use at home.

    • Why it matters: Growth in skills, confidence, and joy. Students see themselves as capable, resilient learners.

SCHEDULE A CONSULTATION
SCHEDULE A CONSULTATION
Person holding a clipboard with a literacy and learning checklist titled 'Dyslexia Early Educator Checklist' on a dark wooden desk, with a laptop, a glass of water, a green plant, and magazines visible on the desk. Barb Golub Dyslexia Therapy
A woman with gray hair and glasses sitting on the floor, engaged with two young girls who have braided hair. The women are surrounded by papers, a pink water bottle, and other teaching materials, indicating a classroom or educational setting.

1 in 5 Students are Dyslexic

Yale Center for Dyslexia & Creativity

All learners benefit from clear, explicit teaching.

I bring Structured Literacy to homeschool pods, individual families, and traditional classroom settings with targeted small-group lessons, simple home practice, and regular progress updates. Choose the support you need now, screening, therapy, or ongoing instruction, and watch their skills and confidence grow.

  • "Three years ago our district adopted a Research-Based Instructional Framework. The professional development that Barb has provided for our teachers, administrators and literacy coaches has been instrumental in our transition from programmed-based to student-based instruction. Our elementary staff reports that Barb's work is among the most valued and meaningful support they have received. The growth in our teachers’ knowledge, confidence and expertise has been game changing for our students."

    — Joanne F., Assistant Superintendent

  • "Barb's positive outlook on literacy, teaching, and learning is infectious. She has a unique ability to connect that motivates teachers to challenge themselves for the betterment of their students. Barb has impacted the way I provide professional learning for teachers, and is my inspiration as a literacy coach."

    —Jack A., Literacy Coach

  • “As a department chairperson for language arts literacy, I am always in search of professional development that not only provides content information but also feels practical and replicable to teachers… I have to be honest there is a selfish piece of me who does not want to share this recommendation with you and I am sure our teachers would agree… Not only do the teachers find her valuable, but I do as well. Barb Golub has taught us all how to understand the intricacies of teaching literacy in an organized, simple, and replicable way.”

    —Karen W., Language Arts Chairperson

  • "As a result of your support, feedback, and encouragement I am a better reading teacher. I feel I have gained skills that will stand the test of time! Please know that the value of your work is beyond measure. My students are better, more engaged readers—and parents are telling me their children are actually excited about reading!!! We've laid the groundwork and set them up for success and they are more engaged readers because of that. I hope you know that you have caused a ripple effect and have not only made me a better teacher, but have contributed, in a very meaningful way, to my students' growth as readers."

    —Kelli D., 1st Grade Teacher

  • "Thank you for your work with our staff. My observation was that the professional development you provided was very successful, and you were able to resonate well with our staff, which is not always accepting of staff developers!!!"

    —David S., Superintendent

  • "Over the past two years our district has had the privilege to work with Barb as she re-energized our teachers' approach to literacy instruction. Her direction, modeling, and coaching provided teachers just what they needed to get started with moving research into practice. Our sessions included classroom lab time where Barb modeled teaching students in whole group, small group, and 1:1 settings… Above all, Barb empowered teachers to have a growth mindset and to keep students at the center of instruction."

    —Kristy J., Academic Specialist for K-5 English Language Arts

  • "Barb has an innate ability to implement strategies and activities to foster a love of teaching! She challenges me and makes me a better instructional leader and she has been instrumental in transforming my school from one that relied on basal anthologies to one that now fully implements comprehensive literacy and makes instructional decisions based on student needs."

    —Regina M., Principal

  • "I think so highly of you as a leader, teacher, and a person; I strive to emulate the presence you have with the children and to continue building my own repertoire thanks to the model you have provided. There’s so much to learn, there’s so much to do, and I couldn’t be more thrilled that I’m being given the privilege to do it."

    —Halley M., 4th Grade Teacher

  • "Thanks, Barb. I’ve learned so much from you. I never knew my little students could do so much. Thank you for opening my mind (and brain) to the possibilities of early literacy!"

    —Cynthia F., Pre-K Teacher

  • “This is the best PD about dyslexia that I've had in a long time. Thank you so much!”
    - 3rd grade General Education teacher

  • “You did an amazing job with the content and making it interesting and accessible. You taught me that when we plan our instruction about what's best for dyslexic students, everyone benefits.”

    - 5th Grade Teacher

  • “Thank you for reinforcing the importance of early identification, and for giving me language to have conversations with parents.”

    - Pre-K Teacher

  • “We have a dentist, we have a doctor, and now we have Barb. She is part of our village.”

    - Parent

  • “I've had a lot of teachers try to teach me to read and no one has been able to teach me to read. I feel like I'm learning so much about reading and spelling with you, Barb.”

    - Dyslexia Therapy Student