WINTER registration is now OPEN!

See below for the winter program registration links.

Reading Rocks is an 8-week one-on-one literacy program for children aged 6-12 who require support with their literacy skills (those with LDs). Children are matched with a trained tutor who will develop hands-on activities and games to teach the essential literacy concepts of phonics, sight words, and fluency, while building children’s motivation and fostering self-regulation. Each evening, children work with their tutors to set goals and graph their success in these areas. One of the aims of Reading Rocks is to make reading fun!

We are able to offer this program free at this time because of a grant from the Ontario Trillium Foundation.


  • A reliable high-speed internet connection
  •  a computer/laptop with built-in speakers, a microphone and webcam (phones and tablets will not be compatible)
  • Please note that Chromebooks are not compatible with the program we use. Your child must have access to an alternative operating system. Please contact us if you have any questions.

For: Children aged 6-12, who have a learning disability OR who are struggling readers

Winter Dates:


Location:  St. Andrew’s Church 

Days/Times: Monday/Wednesday 6:00-7:00 PM

Dates:  Jan 10-Mar 9 (no program Family Day Feb. 21)



Location:   MS Teams 

Days/Times:  Monday/Wednesday 6:30-7:30 PM

Dates:  Jan 10-Mar 9 (no program Family Day Feb. 21)



Location:  St. James Catholic High School 

Days/Times:  Tuesday/Thursday 6:30-7:30 PM

Dates:    Jan 11-Mar 3 (no program Reading Week Feb. 21-25)



Location:   MS Teams 

Days/Times:  Tuesday/Thursday 6:00-7:00 PM

Dates:    Jan 11-Mar 3 (no program Reading Week Feb. 21-25)

Click here to register

  • PLEASE NOTE: The Fergus and Guelph East locations may be switched to virtual locations due to Covid. Families will be notified in advance.


E-mail: for further information

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For more information about Reading Rocks:

Read Testimonials from Parents about Reading Rocks

Read a Journal Article about Reading Rocks  from the American Journal of Applied Psychology