Jacquelyn Rud's Reading Center

Following are examples of testimonials, thank-you letters and recommendations from grateful parents, students, teachers, education consultants and school principals. The names of the students have been omitted for privacy reasons.

“We had tried everything to help [my daughter] succeed but nothing worked until this program. I think Reading Centers.com is wonderful.” (Letter from Sheila B.)
“I am writing to you to thank you for helping me. I have improved in every subject and I can’t thank you enough. … I am above class average in every subject. … I hope you never forget me because I will never forget you.” (Letter from Janelle B., grade 9 student, age 14)
Our son is thirteen years old with ADD and a Learning Disability. … Within one month of starting with Jacquelyn, the teachers at school were noticing a difference in both his skill and confidence. … The teaching staff continue to report that his skill level, particularly his decoding skills have significantly improved. Perhaps most exciting for us is his increased willingness to read things in his daily environment. Jacquelyn has been very positive and encouraging in her work with our son. It is obvious she enjoys the children she works with, and delights in their success. We are grateful for the work Jacquelyn has done in these months.” (Letter from Wendy B., Government Educational Consultant)
“Our son went from being a young man who told Jacquelyn when he started that he didn’t need an education, he was just going to be a farmer, to saying that he would like to go to Vet school. I really enjoy reading [my son’s] schoolwork now, hardly any spelling mistakes at all. And you can just imagine how much happier he is with himself!! I know that finding Jacquelyn … made a very positive difference in [my son’s] life. (Letter from Bev H.)
“I firmly believe that this program has elevated [your daughter’s] awareness of the written language. As she reads her word attack is more successful. She is more confident and content to read whether silently or aloud. Her awareness of spelling is more acute. It appears that the door that has been shut in [your daughter’s mind] linking reading and writing has been opened…. The concentrated individual attention has improved [your daughter’s] skills, which were not improving within the regular school program.” (Letter from Wilma M, a school principal to the mother of Lina B., student)
[Your daughter] has gained confidence in her abilities to read and shows marked improvement in understanding what she reads. This is proven by the oral responses she gives in class and in written responses to reading assignments. When I compare her skills two or three years ago with her skills now, I must give credit to Jacquelyn’s work with [your daughter]” (Letter from Guy J, classroom teacher of Lina B)
Jacquelyn Rud filled the missing gap for [our son] and … he is now a much better reader, a more able student and a kid who doesn’t shy from reading a menu along with friends at a restaurant, who will read a book with us after school instead of crying, and who attempts to read road signs, posters and bulletins in stores and doesn’t cringe when his mistakes are corrected. …” (André and Ramona A., parents of a nine year old boy)

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