Bright & Colorful Literacy Instruction
A community classroom dedicated to dyslexia, multisensory structured literacy, and creative learning.
* Main Therapy Office Located at 319 S. Naperville Road, Suite 203 in Wheaton, IL *
The layers of our rainbow.
There are a variety of layers in our reading rainbow. With Rainbow dyslexia therapy and literacy support services, we emphasize alphabet recognition, phonological awareness, intense phonemic awareness, and phonics skills and strategies for students in grades K-8. We also dive deep into finding the meaning of various reading genres with fun fluency activities and strive to strengthen student comprehension, spelling, vocabulary, handwriting, and more!
Semi-Private Instruction
One-On-One Personalized Teaching
Early Intervention
Dyslexia Therapy
Meet Joanna
Joanna Migo is a certified K-12th grade reading specialist and a dyslexia therapist pursuing her certification as an academic language therapist. Dyslexia therapists are highly qualified and experienced in providing multisensory structured literacy instruction for students diagnosed with dyslexia, dysgraphia, and other language-based learning differences.
Joanna specializes in Pre-Flight dyslexia therapy for students six years and younger, BUILD: An Early Reading Intervention for Kindergarten and 1st Grade Students, Take Flight: A Comprehensive Intervention for Students with Dyslexia for students seven years and older, and JET: A Fast-Paced Reading Intervention for students fourteen years and older.
“ In my classroom, every student is respected and admired for their unique talents and strengths. I want every student and parent to feel encouraged upon stepping into my therapy classroom. The name Rainbow Reading was thoughtfully and intentionally chosen. A rainbow symbolizes positivity, light, and hope. While I guide my students down the road to reading, step by step we will work together to get closer to reading success, our Rainbow!”
A Bright Approach.
Assessment
Assessment
Students enrolled in Rainbow Reading services participate in informal baseline assessments to determine their reading strengths and weaknesses.