Amy Cox, Certified Academic Language Therapist

Amy Cox is a Reading Specialist with over fifteen years of teaching experience and ten years specializing in literacy remediation. In 1992, she graduated from DePaul University with a Bachelor of Science in Early Childhood Education. Passionate about supporting all types of learners, she received her Master of Arts in Reading and Literacy from Lewis University in 2000 and her English as a Second Language endorsement from the University of St. Francis in 2018. In the summer of 2018, she was accepted into the McKinney Christian Academy Multisensory Teacher Training Program and began a two year methodology and was trained to deliver a structured language curriculum called Take Flight: A Comprehensive Intervention for Students with Dyslexia, a curriculum written by the staff at the Luke Waites Center for Dyslexia and Learning Disorders of Texas Scottish Rite Hospital for Children (TSRHC).

Take Flight builds on the success of the three previous dyslexia intervention programs developed by the staff at Scottish Rite: Alphabetic Phonics, the Dyslexia Training Program, and TSRH Literacy Program. In addition to completing the graduate level instruction, Amy also provided 700 clinical teaching hours. In October of 2020, Amy sat for the Alliance National Registration Exam administered by the Academic Language Therapy Association (ALTA) and became a Certified Academic Language Therapist (CALT). This credential confirms that Amy completed a Comprehensive Therapist Level Multisensory Structured Language training course that is Orton-Gillingham based and accredited by the International Multisensory Structured Language Education Council IMSLEC).

Mrs. Cox provides an intensive approach to remedial instruction and incorporates multisensory teaching techniques to support all learners. Amy is passionate about increasing reading skills among struggling readers and advocating for students with learning differences. She strives to help all students reach their reading potential, and nothing makes her more happy or proud than hearing a student say, “Don’t help me with this word. I can do it myself.”