School-Based Tutoring Programs



Dan L. Duncan Reading Initiative

During the school year, AERO provides intervention to students who are at-risk for or who are experiencing reading difficulties, as well as enrichment programs for students with grade level academic skills. We currently serve children in grades PreK-8th in English. All programs are evidence-based and have been identified as effective approaches to reading  instruction. Based on assessment results and needs, an individualized instructional plan is implemented.

AERO Reading Program

For over a decade, AERO has been helping students reach their academic potential. Our research-validated programs help build the skills necessary for academic success. Our lessons are designed specifically for each child based on norm-referenced and criterion-based assessments.

English Reading Program Placement:

  • Sound Building Levels I/II - Less than 80 percent on either letter or sound identification and reading less than 10 words correct per minute on a grade 1 story.
  • Early Reading Level I- 80-100 percent on both letter and sound identification and reading less than 60 words correct per minute on a grade 1 story.
  • Early Reading Level II- 80-100 percent on both letter and sound identification and reading 60-89 words correct per minute on a grade 2 story.
  • Fluency and Comprehension Level– Reading at least 90 words correct per minute on a grade 2 story but still developing in word attack, fluency, and comprehension.
  • Multisyllabic Word Reading and Rate Development Level– Reading at or above 90 words correct per minute on a grade 2 story or higher but still developing in reading fluency and reading comprehension.                    
Level Phonemic Awareness Phonics Word Recognition and Spelling Vocabulary and Fluency Listening and Reading Comprehension
Sound Building
Early Reading Level 1
Early Reading Level 2  
Fluency and Comprehension    
Multisyllabic Word Reading and Rate Development    


AERO Staff

To view staff bios, click each name:

Victoria Moss earned her master’s degree from The University of St. Thomas in Curriculum and Instruction and is a certified teacher with extensive experience in reading intervention and curriculum development. She is the Senior Project Manager of the Dan L Duncan Children’s Neurodevelopment Clinic’s Academic EnRichment and Outreach (AERO) program. In 2000-2004, she was the Program Supervisor and a curriculum writer of Reading One-to-One at The University of Texas-Dallas. She began working at The University of Texas-Health in 2004 as an Education Coordinator for the Texas Primary Reading Inventory (TPRI). As part of the continued TPRI development team, Victoria trained teachers state-wide and nationally. She was also a teacher mentor for the Interagency Education Research Initiative as well as a Coordinator and trainer for Texas Reading First. She is a co-author of several English and Spanish curricula, including the K-1 Building Vocabulary with Emergent Readers (BVER), Building Vocabulary and Early Reading Strategies (EAGER BVERS), Construyendo Fluidez en Primer Grado, and Desarrollo Del Lenguaje Oral. She has presented at local and national conferences on how to use assessments to differentiate instruction, classroom coaching, and reading intervention.

Sophia Furnace has 10 years of experience in education and over 20 years of nonprofit and private sector businesses. She is currently an Education Outreach Manager at The University of Texas Health Science Center overseeing the Dan L Duncan Children’s Neurodevelopment Clinic’s Academic EnRichment and Outreach (AERO) program. During that time she trained and developed many staff members in several reading intervention curriculum and Academic Summer Camp Programs. Ms. Furnace trained with Dr. Eldo Bergman at the Family Literacy Network working with children with dyslexia, as well as children with autism. Ms. Furnace graduated from the University of Dallas with a degree in Philosophy and earned a M.Ed. in Early Childhood Education at Grand Canyon University.
School-Based Tutoring Programs


I want to share my family’s experiences with AERO Programs and team. My son attends a private school in the Houston area. He is 10 years old and dyslexic. He was struggling with comprehension and confidence in the classroom.  His school provided tutoring but it was not individualized to his needs and progress. His tutor was always negative about his improvement and future. I heard about the AERO program through word-of-mouth and I saw kids in THAT program and with THAT tutoring doing well at the school. The AERO team started tutoring him at his school that same semester and his progress was exponential.

We are definitely continuing with the school tutoring program! Because of his school improvement, we also participate in the AERO summer reading sessions. This was his second summer, where the tutors greet him with a smile and somehow create a summer intensive 2 hour daily session that he doesn’t mind attending. He’s happy when I drop him off and happy when I pick him up. I believe that describes a pretty successful summer reading program by any definition. On a personal level, the tutors and staff are consistently responsive and positive to give us both the encouragement to understand and succeed with learning differences.

-AERO parent

“My name is Amal, and my 11-year-old son Marlan was diagnosed with ADHD and dyslexia a few years ago. He had difficulty succeeding in school from an early age; learning posed a tremendous challenge for him.

Marlan entered fourth grade at a second grade reading level. He didn't want to read and told me it was just too hard for him. Eventually, he stopped trying. His inability to read like his peers hurt his self-esteem.

I will forever remember a moment that happened three months after starting the program. I gave Marlan a book of stories to read, emotionally preparing myself for his resistance—but this time, he was happy to read! I was so excited to listen to my boy who, for the first time in his life, really knew how to read! It brought me to tears of joy.

Your program has changed Marlan's life—and the lives of everyone in our family—forever. Thank you, from the bottom of our hearts.”

 -Amal and family

Advisory Panel

Our Advisory Panel consists of UTHealth educators, physicians, and psychologists.  Our panel provides expert consultation on assessment and research on best practices for interventions for children with learning problems. See the research tab of the CLI webpage for more information on past and current research and research to practice programs directed by our panel.

MORE information

For more information, contact: