About Kim Lockhart

Dyslexia is a learning difference that affects how the brain processes written language, making reading, spelling, and sometimes writing harder, even for students who are bright and hardworking. It isn't about intelligence or effort, and it isn't something a child grows out of on their own. With explicit, structured instruction, most dyslexic students learn to read well.

Not necessarily. Reading difficulties in French Immersion are often the same underlying difficulties a child would have learning to read in English, showing up in a second language. Structured literacy support, delivered in French, can often address the difficulty directly without a program switch. This is exactly the gap my work fills.

The Science of Reading is the body of research, built over decades, on how children actually learn to read and write. It points to explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, rather than guessing strategies or exposure alone.

Yes. Most workshops are offered in English, but I can also offer sessions in both English and French, which is unusual in this field. Most Science of Reading professional development is offered strictly in English- I offer sessions in both English and French.

Structured literacy vs. balanced literacy comes up a lot, and the difference matters. Structured literacy teaches reading skills explicitly, systematically, and in a set sequence, with a strong emphasis on the code (phonics and decoding) alongside language comprehension. Balanced literacy leans more heavily on exposure to books and context-based guessing, which research shows leaves many students, especially dyslexic and struggling readers, behind.

Kindergarten through Grade 8, including reading intervention teachers and Special Education staff. Sessions may also be grouped by division (Kindergarten, Primary, Junior, Intermediate) or can be tailored to a specific grade.

Orton-Gillingham is an evidence-based, structured, multisensory approach to teaching reading and spelling that was originally developed to teach students with dyslexia how to read and spell. It is one approach to literacy instruction within the broader Structured Literacy framework, and it is this training that I took to learn how to more effectively teach my students to read, spell and write.

Both. I've delivered single workshops for individual schools as well as 1-year, multi-session professional learning series for entire school districts, including 10-part Science of Reading Learning series previously delivered to schools in Maine (Holliston Schools); Vancouver, British Columbia (Brockton School), and Moosejaw, Saskatchewan (École St. Margaret). Each session builds on the previous session and provides opportunities for discussion and feedback.

Yes. I've delivered keynote addresses at several Faculties of Education,  as well as professional associations, and school district PD days across Canada and the U.S. See the Services page for keynote topics, or get in touch to discuss your event.

Both. I deliver workshops and consulting sessions in person and virtually, depending on what works best for your team.

Use the contact form and select the option that best describes your inquiry. I typically respond within a few business days to discuss your needs, timeline, and next steps.