I was the perpetual new kid. By the time I reached middle school, I had attended twelve different elementary schools, my childhood shaped by constant moves and new beginnings. For six months, I found myself in a small Catholic school in rural Montana, where the sisters ran a tight ship, and faith wove through every lesson. But no matter where I went, one dream remained steady—I was going to be a veterinarian.
That dream carried me to Montana State University, where I eagerly enrolled in pre-veterinary science. But reality hit hard. No matter how much I studied, the textbooks blurred, the lectures slipped through my grasp, and I struggled in ways my peers didn’t. Eventually, I pivoted to something I knew I was good at—teaching. It wasn’t until years later, standing in front of my own classroom, that everything clicked. I attended a weeklong training on Multi- Sensory Reading Instruction, a professional development workshop I thought would help my students. Instead, it changed my life. For the first time, I saw my struggles for what they were: dyslexia.
I was angry—angry that no one had seen it earlier, that it had cost me my dream. But over time, that anger transformed into purpose. Today, as a literacy consultant, I help teachers understand dyslexia and reading challenges, equipping them with the tools to support students before they fall through the cracks. Every child deserves a fair shot at their dreams—whether they want to be a veterinarian, a teacher or anything in between.
Dyslexia is often misunderstood. It is not simply a matter of reversing letters, reading words backward, or lacking motivation. These are myths. Dyslexia is a neurological disorder rooted in phonological processing—the ability to recognize and manipulate sounds in spoken language. I could not hear the difference between /ĭ/ in pin and /ĕ/ in pen. If you cannot distinguish between these sounds, you cannot know if a word is spelled with an E or an I. Dyslexia is a word recognition disability that affects up to 20 percent of the population and can even be detected in brain scans.
But dyslexia does not mean a child cannot learn to read. It means they must be taught using methods informed by the science of reading—a body of research that tells us how the brain learns to read. These methods, originally designed for students with dyslexia, benefit all students. Explicit, systematic phonics instruction is essential, but the science of reading goes beyond phonics. It includes evidence-based instruction in oral language, phonology, fluency, vocabulary and comprehension—all of which are critical for building confident, capable readers.
In Catholic education, literacy is more than an academic skill—it is a gateway to faith formation. Yet, for many children with dyslexia and other reading difficulties, sacred texts such as the Bible, prayers and catechisms, as well as classic literature and textbooks, remain inaccessible—not because of a lack of devotion, but because of a lack of foundational literacy skills. The adoption of the science of reading in Catholic schools is an act of inclusion and justice, ensuring that every child—regardless of their neurological wiring—can fully participate in the richness of their faith.
At Public Consulting Group (PCG), we believe that literacy is both a fundamental right and a sacred responsibility. Catholic schools have a long tradition of nurturing the whole child, and literacy must be at the center of that mission. That is why PCG partners with Catholic schools to ensure that every student receives evidence-based reading instruction that aligns with both the science of reading and the Catholic commitment to educational excellence.
Through professional development workshops and hands-on coaching, we provide teachers with the knowledge and strategies needed to transform reading instruction. We do more than offer one-time training; we create lasting change by working alongside educators, ensuring that they have the skills and confidence to implement structured literacy instruction effectively. Our approach aligns with research-backed methods in phonemic awareness, phonics, fluency, vocabulary and comprehension—giving teachers the tools they need to reach every student.
Integrating the science of reading into Catholic education is more than an instructional shift—it is an act of justice, inclusion and faith formation. When Catholic schools commit to structured literacy instruction, they ensure that no child is left behind in their academic and spiritual journey. They make it possible for struggling readers to engage with scripture, understand catechism lessons and participate fully in their faith community.
By blending the best of reading science with the Catholic mission to develop the whole child, PCG helps schools fulfill their calling: to form strong readers, critical thinkers and faithful disciples who carry the light of Christ into the world.
While my mission has been to support teachers and students in literacy, I have also found a way to stay connected to my passion for animals. For the past 26 years, I have volunteered at the Denver Zoo, including six years working with Asian elephants, preparing their diets and creating enrichment activities. My love for conservation has also taken me into the field, where I have participated in census counts of one-horned Indian rhinos in Nepal, released sea turtles in Costa Rica and assisted in radio-collaring lions in South Africa. It’s a reminder that while our paths may change, our passions can always find new ways to take shape.
Robert Frantum-Allen, M.A., C-SLCTis lead education advisor for Public Consulting Group.
rfrantumallen@pcgus.com