Early in her Orton-Gillingham journey, eight-year-old Sophia confessed, “Words they write in a book don’t make sense to me, so I make them up so that it sounds better when I read.” With a baseline reading score of 61%, spelling at 39%, and phonological awareness at 50%, she was in urgent need of a comprehensive structured literacy program. Over the course of fifteen months of one-hour, twice-weekly online tutoring sessions, Sophia made remarkable progress. Her reading score rose to 90%, spelling improved to 52%, and phonological awareness climbed to 86%. Beyond the numbers, Sophia gained confidence; words were no longer random sequences to be guessed or invented. She had moved from “learning to read” to truly “reading to learn.”