The vast majority of students can learn to read when instructed by a trained teacher or tutor. However, most elementary school teachers are not taught how to teach reading in their undergraduate programs.

Many educators do not understand dyslexia - what it is and is not, how prevalent it is, and how it can be overcome. No one is born with the ability to read; it must be taught and practiced before it can be mastered.

Many struggling readers either don’t have access to an informed instructor or can’t afford one. Therefore, we need more qualified instructors empowered by the “Science of Reading” to help make a difference. Smart Street is here to make that difference.

Mission & Purpose

  • "A shocking number of kids in the United States can't read very well. A third of all fourth-graders can't read at a basic level, and most students are still not proficient readers by the time they finish high school."

    Emily Hanford, 2019

  • “Dyslexia is a different brain organization that needs different teaching methods. It is never the fault of the child, but rather the responsibility of us who teach to find methods that work for that child.”

    Dr. Maryanne Wolf

    Education Researcher & Dyslexia Advocate

  • The better a child gets at decoding words, the more accurate his reading. A child who knows how to sound out printed words is freed from having to memorize every word he wants to be able to read. Sounding out words allows him we to unlock the mystery of reading and to read words he has never seen before.”

    Dr. Sally Shaywitz

  • “Being diagnosed with Dyslexia at age 60 was like the last part of the puzzle in a tremendous mystery that I've kept to myself all these years.”

    Steven Spielberg

  • “Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don't teach, teachers do.”

    Louisa C. Moats

  • “How well you teach equals how well they learn.”

    Anita Archer, Ph.D.

  • “The body of work referred to as the “Science of Reading” is not an ideology, a philosophy, a political agenda, a one-size-fits-all approach, a program of instruction, nor a specific component of instruction. It is the emerging consensus from many related disciplines, based on literally thousands of studies, supported by hundreds of millions of research dollars, conducted across the world in many languages. These studies have revealed a great deal about how we learn to read, what goes wrong when students don't learn, and what kind of instruction is most likely to work the best for the most students.”

    Dr. Louisa Moats