From a young age, Rachel Abraham felt drawn to children with learning challenges. Inspired by stories in Reader’s Digest, she envisioned herself making a difference in their lives. Despite her parents’ disapproval, she followed her calling and pursued a degree in Special Education, knowing, even as a teenager, that this was her purpose.

Her professional journey led her into premier international schools across Asia and the Middle East, where she gained a broad perspective on learning differences within diverse educational systems. But it was her work with students with dyslexia that proved most defining and shaped her profoundly. In the beginning, despite her formal training, she lacked the depth of knowledge required to support these learners effectively. Driven by a strong sense of responsibility, she undertook extensive independent study, immersing herself in the literature and applying her learning in practice, long before internet access became widespread.

That commitment to lifelong learning translated into meaningful results. Over the years, she watched her students shift from self-doubt and struggle to confidence and measurable success. Those breakthrough moments, when a child finally “gets it” and says, “I can do this”, became her greatest fuel. No matter how many times she witnessed it, that spark of recognition in their eyes never grew old.

But Rachel also saw firsthand the systemic gaps in how learners with dyslexia were supported. These were well-intentioned but deeply flawed approaches that consistently fell short of meeting students’ real literacy needs. This insight drove her to seek out and specialise in evidence-based, structured literacy approaches grounded in how the brain learns to read. She deepened her expertise and eventually founded Dyslexia PowerUp, offering high-impact virtual interventions for children and adults. As a verified provider with IDA, CERI, and OGA, she now works globally to deliver accelerated literacy gains and meaningful, lasting change.

Joining RETA was a deliberate decision to remain aligned with a like-minded community committed to research-based practice and continuous professional growth. Through RETA, she stays engaged with current research, refines her expertise, and continues to evolve as an educator by upholding the highest standards in her field.

At the core of Rachel’s work is an unwavering belief in every child’s potential to learn, grow, and thrive with the right support, even when the child doesn’t yet believe in themselves. That belief becomes a lifeline and a turning point in their journey. If she could improve one thing in Malaysia, it would be training all educators in structured literacy, ensuring students with dyslexia receive support that is both effective and grounded in scientific evidence, to radically improve literacy outcomes and reduce school failure.

To learners, she says: A diagnosis is not a ceiling, it is information that provides clarity. To those supporting them: Celebrate the small wins, focus on strengths, and never underestimate the power of maintaining high expectations and consistency.

After more than three decades in the field, Rachel remains passionate, purposeful, and deeply committed to advancing literacy outcomes. Her life work extends beyond teaching literacy, it is about enabling access, breaking barriers, and transforming life trajectories.