From ESL to Literacy Intervention
Rooted in Language and Lived Experience
I had the good fortune of a positive school experience, growing up in Montessori from age 3.5 through high school in Northeast Ohio. That philosophy—respect for the whole child, hands-on learning, and developmentally appropriate independence—shaped everything I believe about education.
I loved school, but reading and spelling did not come easily to me. I remember the feeling of inadequacy when I realized my friends were flying through chapter books while I was still stuck on Dr. Seuss. I liked language, and the whole language approach ultimately worked for me thanks to a strong visual memory—but I’ll never forget the quiet shame of not measuring up.
A Turning Point
After earning my B.S. in Linguistics from Northeastern University, I spent a year teaching and designing English-language curricula in Moscow. I had eleven classes, but one student I will never forget. D. was bright, expressive, and struggled terribly in ESL—but her challenges weren’t limited to English. Her classmates grew frustrated with her frequent clowning and attempts to mask her struggle. Her other teachers scolded what they saw as laziness or a lack of effort.
But D. was loving and kind—and it broke my heart to see her, head down on her desk, inconsolable. I suspected dyslexia, but at the time, I didn’t have the training to support her. Watching her confidence dissolve at school reminded me of how I used to feel—only her situation was so much worse. It made painfully clear just how many students like her are misunderstood and unsupported.
Finding Orton-Gillingham—and Its Barriers
When I returned to the U.S., I was invited to teach reading at my former Montessori school and was trained in the Orton-Gillingham (OG) approach. It gave me the structure, clarity, and tools I had once needed myself—and wished I’d had for
D. The beauty of OG is not only that it works, but that it is adaptable to a range of environments and individual needs.
After certifying in OG and working 1:1 with students in person and online, I saw a troubling pattern: most intervention materials were visually and conceptually
designed for very young children. My older students came to me with fear, confusion, and rock-bottom self-esteem—and they deserved materials that respected their age, intellect, and experience. I also saw how OG resources were often gatekept—by cost, jargon, and institutions seeking a proprietary claim. As it is, OG is an approach, and is not owned by one authority.
A Mission to Open Doors
I founded Aansen Literacy to make Orton-Gillingham–aligned materials that are developmentally respectful, beautifully designed, and easy to use—whether you're a parent or a professional. With a Master of Education in Children’s Literature and Literacies from the University of Glasgow and over 4,500 hours of one-on-one dyslexia intervention behind me, I’ve seen what works.
I’ve learned just as much from my students: about the weight of their struggle, how deeply literacy shapes self-esteem, and the opportunities that open when foundational skills are strong. That’s why I do this work—for D., and for every learner still waiting for the support they deserve—so that every child has the chance to step into their potential, and every adult has the tools to help them get there.
About Our Founder
Cole Aansen, M.Ed.
Founder of Aansen Literacy
M.Ed., Children’s Literature & Literacies
University of Glasgow
B.S., Linguistics
Northeastern University
- Certified Orton-Gillingham Literacy Interventionist
- 4,500+ hours of 1:1 dyslexia intervention
- Montessori-educated from ages 3.5–17
Cole created Aansen Literacy to make effective, developmentally respectful reading tools accessible to both families and educators. Her work bridges academic rigor with human-centered design—so learners of all ages can build confidence, clarity, and independence.
Learn About Our Approach