Location: San Antonio, TX
Education:
M.Ed., CALT
Years Experience Teaching: 31
Years Experience In Dyslexia: 6
Teaching Experience:
I began my teaching career in 1996 and have spent 25 years teaching kindergarten, first, second, and fourth grades. Throughout my career, I have also served as an intervention teacher and Reading Coach. It was during my time as an interventionist that I discovered how rewarding it was to work with students with dyslexia. That experience inspired me to pursue my certifications as a Certified Academic Language Therapist (CALT) and Licensed Dyslexia Therapist (LDT).
My passion has always been teaching children how to read, but working with students with dyslexia has brought a special sense of fulfillment to my career. There is nothing more rewarding than understanding how a student learns best, providing the structured literacy instruction they need, and watching them begin to experience success as readers. Seeing students overcome reading challenges, recognize their own abilities, and realize what they are capable of has been the highlight of my career. I feel fortunate to do work that makes such a meaningful difference in the lives of my students.
Professional Affiliations:
ALTA Academic Language Therapy Association
Programs Trained In:
BUILD, SPIRE, Reading Readiness, Take Flight (Orton Gillingham approach), Reading by Design
Age Range You Feel Most Comfortable With:
I am comfortable with any age student! Most of my experience with dyslexia therapy has been K-5th grade.
Cheri Marks
M.Ed., LDT, CALT
Why did you decide to become a CALT?
While teaching kindergarten and first grade, I discovered how much joy I found in teaching children to read and watching them blossom into readers. My passion deepened when I began working with students with dyslexia as an interventionist. I realized that traditional reading instruction did not always meet their needs, and I wanted to learn how to better support them. Becoming a Certified Academic Language Therapist (CALT) equipped me with the knowledge and strategies to help students with dyslexia and struggling readers of all ages.
Favorite moment working with dyslexic students?
There are so many moments that make this work meaningful to me. I love hearing during ARD meetings that my students are raising their hands and volunteering to read aloud in class. Once they begin receiving the instruction they need, I often see their confidence grow quickly, and watching them begin to believe in themselves is incredibly rewarding. One of my most memorable moments was with a fifth-grade boy I had been working with for only a few weeks. When I gave him a page of words to read, he immediately said, “I can’t read.” I assured him, “I promise you can read every word on those pages.” He looked at me as if I were crazy! I encouraged him to code the words if he needed to, and he began reading every single word on the page. The smile on his face and the pride he felt in his accomplishment were unforgettable. Then he looked at me and said, “Mrs. Marks, I wish I was with you sooner.” Those words have stayed with me throughout my career. They remind me why early identification and appropriate intervention are so important. Every child deserves the opportunity to learn to read in the way they need to be taught, and I will continue to advocate for my students so they can receive that support as early as possible.
Your goal when working with kids with dyslexia?
My ultimate goal is to instill both confidence and a love of reading in my students. I want them to recognize their creativity, embrace their out-of-the-box thinking, and understand that dyslexia can be a strength rather than a limitation. Most importantly, I want them to believe in themselves, recognize their potential, and develop the skills to advocate for their needs throughout their educational journey and beyond.
Your teaching style, personality?
I strive to create a learning environment that is patient, encouraging, fun, and structured. Building strong relationships with my students is a priority because I want each child to know that I genuinely care about them and believe in their ability to succeed. I deliver each intervention program with fidelity, following its systematic approach to build the foundational skills necessary for reading success. While I provide encouragement and support, I also maintain high expectations and challenge my students to give their very best effort in every lesson. I want them to feel supported, experience success, and recognize just how much they are capable of achieving.
Any family details?
I have been married to my husband for 17 years, and together we have a blended family with five sons, ages 28 to 35, and two beautiful granddaughters who we love to spoil. We are now empty nesters, although our two very spoiled dogs keep us plenty busy! In my spare time, I enjoy reading, painting, going on cruises, and spending time with my grown children and grandchildren. Family is such an important part of my life, and I cherish the time we spend together.
