“Changing the Question to Change a Child’s Life.”
Advocating for a simple family history question that can unlock a lifetime of learning success.

About Alexandra “Allie” Suarez

Allie Suarez is a passionate advocate for children with dyslexia and a firm believer that early intervention can change lives. Diagnosed with dyslexia in 5th grade, she attended a school specializing in Orton-Gillingham instruction, where every subject was taught through a structured, multisensory approach. While many of her peers spent afternoons at playdates, Allie devoted hers to mastering reading and language, determined to turn a challenge into a strength.

That determination carried her through a rigorous college preparatory high school, where she graduated Valedictorian and proudly served as Class President for all four years. But what truly defines her isn’t just grades or titles,  it’s the way her mind works. Allie has always been drawn to complicated riddles and puzzles, the kinds that leave others stumped. Friends are often astonished when she solves them instantly, because to her, the answers appear like a picture in her mind. This unique 3D, pattern-based way of thinking is part of the gift of dyslexia, the ability to see connections others often miss.

Currently a junior at The College of New Jersey (TCNJ), Allie balances a rigorous academic schedule with over 25 hours of weekly work. Her discipline and drive earned her induction into Beta Gamma Sigma, the international honor society recognizing the top 10% of business students worldwide.

Allie’s advocacy journey began with a simple but powerful question: Why isn’t family history of dyslexia included on pediatric and school screening forms? Research shows that 40–60% of children with a parent who has dyslexia will also face reading difficulties. Early screening is critical because when children are identified early, they can receive targeted interventions before challenges affect their academic progress, confidence, and emotional well-being.

To address this gap, Allie is collaborating with pediatrician Dr. Jonathon Wong, local Child Study Teams, and advocates like Laura Givens of The Craig School to push for this change. Her ultimate goal is for the Universal Child Health Record, endorsed by the American Academy of Pediatrics, to formally include this question. By ensuring pediatricians, parents, and teachers are aware from the very beginning, Allie believes children will have a much greater chance of lifelong academic and emotional success.

Studies show that students with poor reading abilities are far more likely to experience depression, suicidal thoughts, or drop out of school, making early detection not just an educational issue, but a matter of protecting children’s overall well-being.

If you or your child requires assistance or accommodations and are seeking help with your school district, please don't hesitate to contact me at Alliemsuarez@findinglightindyslexia.com.

Remember, SKIES THE LIMIT.

Warm Regards Always, 

Alexandra “Allie” M. Suarez

References:

1. Schumacher, J., Hoffmann, P., Schmal, C., Schulte-Körne, G., & Nöthen, M. M. (2007). Genetics of dyslexia: The evolving landscape. Journal of Medical Genetics, 44(5), 289–297. https://doi.org/10.1136/jmg.2006.046516

2. Raskind, W. H., Wadsworth, S. J., & Pennington, B. F. (2012). The genetics of reading disabilities: From phenotypes to candidate genes. Frontiers in Psychology, 3, 601. https://doi.org/10.3389/fpsyg.2012.00601

3. American Psychological Association. (2024, September). Untangling dyslexia myths and misconceptions. Monitor on Psychology. Retrieved from https://www.apa.org/monitor/2024/09/dyslexia-myths

4. Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39(6), 507–514. https://doi.org/10.1177/00222194060390060301