When a Child Says Decodable Text Is Boring: What Are They Really Trying to Tell Us?
If you’ve worked with struggling readers long enough, you’ve probably heard it: “This is boring.” Sometimes it’s said with a sigh. Or accompanied by a…
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How to Teach Rich Vocabulary While Students Still Read Basic Decodables
A teacher emailed me recently with a question that hits right at the heart of structured literacy and basic decodables. She said (and I’m paraphrasing…
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Working Memory Is Like Balancing Plates on a Tray: How to Reduce Cognitive Load for Struggling Readers
Picture this. You’re a server in a busy restaurant, walking through a packed room with a tray full of plates. Every step takes focus. One…
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Tips for Building Morphological Awareness in Early Readers
What is morphological awareness? I find it is easiest to think of morphological awareness as analogous to phonemic awareness. When we work on phonemic awareness,…
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Creating a Dyslexia Awareness Display: What, Why, and How!
Although many schools avoid the word dyslexia, favoring “specific learning disability”, it is important to say the word dyslexia for a few key reasons. Using…
