"I really appreciate you and your work, he is improving for the first time in years, and I can tell it’s making him so much more confident. He really needed this. So thank you!"

 Leahann McLaughlin, M.Ed., C-SLDS, is a Certified Structured Literacy Dyslexia Specialist and founder of Desert Scholar Reading Enrichment. She provides evidence-based structured literacy intervention for students with dyslexia and related reading difficulties, as well as consultation for families navigating intervention planning and school support.

  Leahann uses Orton-Gillingham–based, multisensory approaches and has extensive experience delivering individualized intervention, supervising structured literacy therapists, and consulting with schools on effective implementation of structured literacy curricula in small-group settings. Her work focuses on translating evaluation findings into practical, targeted literacy instruction that supports meaningful progress.  Leahann offers both in-person and teletherapy services.  

Leahann began her career as an elementary school teacher and transitioned to the role of academic interventionist shortly after completing her Master of Education. She then went on to become certified as a Structured Literacy Dyslexia Specialist and established Desert Scholar Reading Enrichment in 2017 as a private practice for delivering literacy interventions and providing support services to students and their families.

 Constance Graves, M.Ed., CALT, is a Certified Academic Language Therapist with 14 years of experience helping students develop the reading, spelling, and writing skills necessary for academic success. She provides evidence-based literacy intervention for students with dyslexia and related language-based learning differences.

Constance has worked with children from diverse backgrounds and with a wide range of learning profiles, including students with disabilities, learning differences, and gifted learners. She is passionate about helping each child reach their full potential through individualized, structured literacy instruction that builds confidence and lasting literacy skills. Her work focuses on providing the guidance, support, and specialized intervention students need to become successful readers and writers.

Constance earned a Bachelor of Arts in Spanish from the University of Texas at Arlington and a Master of Education from Texas A&M University–Commerce. Throughout her career, she has remained dedicated to expanding her knowledge of literacy, language, and dyslexia in order to provide the highest quality intervention and support to the students and families she serves.

 Xiomara Carmona Reyes, M.A., is a multilingual educator and Structured Literacy interventionist with more than 10 years of teaching experience and specialized training in evidence-based reading and dyslexia intervention. She has worked with students from diverse linguistic, cultural, and educational backgrounds in the United States, Puerto Rico, Colombia, Slovakia, Germany, and internationally through online instruction. Her experience includes literacy intervention, English language instruction, and individualized support for students with reading difficulties.

Xiomara has extensive training in the Science of Reading, Structured Literacy, and Orton–Gillingham–based instruction. She is currently completing Dyslexia Practitioner training through the Children’s Dyslexia Center of New York City. Her professional training and experience also include UFLI Foundations, Really Great Reading, DIBELS, and Lindamood-Bell programs, including Seeing Stars and Visualizing and Verbalizing.

Xiomara earned a bachelor’s degree in Translation and Modern Languages from the University of Puerto Rico and a master’s degree in Cultural Relations and Migration from Sigmund Freud University. She also holds the Cambridge CELTA and brings a multilingual and cross-cultural perspective to her literacy work. She is passionate about providing individualized, explicit, and systematic instruction that helps students develop the skills and confidence they need to become successful, independent readers.