HERE4Kids

Dyslexia Remediation, Educational Evaluations, Tutoring, and Therapy Services

educational evaluations are offered at Hannah School. We are a school for dyslexic children. We are located in Little Rock, Arkansas.

HERE 4 Kids, is a 501(c)(3) organization dedicated to providing a variety of therapeutic and educational programs for children with a variety of learning differences in order to promote success academically, socially, and in the community.


The DuBard Association Method is used to remediate dyslexia. Hannah School also offers speech and occupational therapy at school.

HERE 4 kids focuses on using a multi sensory approach to education utilizing a variety of research based proven methods.

Tutoring, evaluations, therapy, and school are all part of the Hannah School. We serve dyslexic children. We are located in Arkansas.

We are an Institute dedicated to helping children with dyslexia and other language based learning differences.

We do this through intensive dyslexia intervention and therapy. Hannah Institute is comprised of Hannah School and Hannah Institute for Therapy Services (HITS), both located in Little Rock, Arkansas.

H.E.R.E. 4 Kids Board of Directors

Dubard certified. Dubard Association Method. Dyslexia in Arkansas. Speech Therapy. Occupational Therapy

Melissa Hannah

​H.E.R.E. 4 Kids Co-Founder

Board President

Tutoring, home school, K-12 private school, dyslexia arkansas

Shawnda Majors

​H.E.R.E. 4 Kids Co-Founder

Board Vice President


Tutoring, evaluations, therapy, and school are all part of the Hannah School. We serve dyslexic children. We are located in Arkansas.

Shelly Bennett

H.E.R.E. 4 Kids

Board Secretary

What is Dyslexia?

A specific learning disability that is neurological in origin result from a deficit in the phonological component of language that is characterized by difficulties with accurate and fluent word recognition, poor spelling and decoding ability. Secondary problems in reading comprehension and reduced reading experience which can impede growth of vocabulary and background knowledge. Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD)


DuBard Method is used to remediate dyslexia and other language based learning differences
DuBard Method is used to remediate dyslexia and other language based learning differences
Dyslexia is a specific learning disability that is neurological in origin result from a deficit in the phonological component of language that is characterized by difficulties with accurate and fluent word recognition, poor spelling and decoding ability.
Dyslexia can be remediated.  Secondary problems in reading comprehension and reduced reading experience which can impede growth of vocabulary and background knowledge.

Warning Signs of Dyslexia


Family History


Early Childhood

  • Difficulty learning to talk and incorrectly pronouncing words

  • Difficulty following directions and sequencing

  • Difficulty retrieving names of things like letters of the alphabet

  • Difficulty with time management and organization


Preschool through 1st grade

  • History of a speech and language impairment (remediated or persistent)

  • Trouble learning common nursery rhymes

  • Difficulty learning & remembering names of the letters in the alphabet (Alphabet song)

  • Seems to be unable to recognize letters in his/her own name

  • Mispronounces familiar words; persistent “baby talk”

  • Doesn’t recognize rhyming patterns

  • Reading errors that show no connection to the sounds of the letters on the page

    • Will read “puppy” instead of “dog” because in the illustration there is a dog.

  • Does not associate letters with sounds


2nd grade & Beyond

  • Slow in acquiring reading skills. Reading is slow and awkward.

  • Doesn’t have a strategy for reading new words.

  • Trouble reading unfamiliar words, often making wild guesses

  • Avoids reading out loud

  • Needs extra time to respond to questions

  • Searches for a specific word and ends up using vague language such “stuff” or “thing”

  • Pauses, hesitates, and/or uses lots of “umms” when speaking

  • Confuses words that sound alike “tornado” for “volcano”, “lotion” for “ocean”

  • Mispronunciation of long, unfamiliar, or complicated words

  • Messy handwriting