Is this what you see
when it's time to
read?
It doesn't have to be
is reading a nightly battle? (paoin point 2)
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Book the Free Phonemic Awareness Assessment
Book the Free Phonemic Awareness Assessment
to see how this foundationsl skill impacts your child, and how you can help.
- Does the mere prospect of reading make your child mad or frustrated?
- When it’s time to read, does he look at the pictures, your face, the band-aid on his thumb… anything except the actual words
- Does she seem anxious or sad when time for school? Does she get a lot of stomach aches that would keep her home?
Phonemic Awareness: The Missing Strand
This is known as Scarborough’s Reading Rope. It’s the conceptual framework behind what’s commonly referred to as “the science of reading* — a body of research built over more than 30 years, and strengthened by increasingly sophisticated brain-imaging evidence.
The key idea is simple: in order to read, two distinct strands need to be woven together: word recognition and language comprehension. (either on another post-it, or omit)
SCARBOROUGHS READING ROPE
What is Phonemic Awareness?
1. “Phonemic Awareness” (or “PA”), along with “spelling” and “sight word recognition” is one of three core skills needed to decode words — ie, connect letters and sounds to accurately pronounce a spoken word. If decoding written words is difficult or inaccurate, reading will not come easily.
2. PA is the skill most commonly overlooked in early literacy, because it doesn’t look like “reading.”
3. It’s not about spelling, sight words, or even letters. It’s about learning to identify, separate, blend indidual speech sounds (known as “phonemes”) in spoken words.
4. Strong PA is the ability to separate all the sounds in a word — not just the first sounds.
Key takaway: If a child cannot reliably hear, isolate, and manipulate the sounds in spoken words, written words will never fully make sense—no matter how smart they are, how much they read, or how hard they try. Post it
Is it dyslexia
Common signs of dyslexia:
difficulty remembering letter names and sounds
struggles with rhyming
inability to recognize familiar words
terrible spelling
struggles with letter-formation and handwriting
If a child cannot reliably hear, isolate, and manipulate the sounds in spoken words, written words will never fully make sense—no matter how smart they are, how much they read, or how hard they try.
With the Active Reader, your child will gain a full grade level in 8 weeks— guaranteed.
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What is the Active Reader Method?
Structured Literacy... with a twist
The Active Reader Method is a dynamic, multisensory therapeutic approach to dyslexia that is 100% customized for your child.
Systematic without being scripted. Rigorous without being rote.
THESE dont have to be the pix
what is structured literacy?
What is structured literacy? Structured Literacy (often referred to as Orton–Gillingham or OG) is the umbrella term used for instruction based on the work of Samuel Torrey Orton (1879–1948) and Anna Gillingham (1878–1963). (could be on a “Post it”)
Backed by decades of cognitive and neurological research, it differs from typical reading instruction in that it directly and explicitly teaches the sound–symbol structure of language that dyslexic readers do not reliably infer on their own. (could be a heading, a text box, whatever looks best;)
CAN WE MAKE THIS THUMBNAIL LESS WEIRD?
structured literacy
- Explicit — skills are taught directly
- Systematic & cumulative— the alphabetic code is taught intentionally as a coordinated system
- Multisensory — intentionally links handwriting, pronunciation, and phonology
Diagnostic/ flexible — instruction is based on the learner’s mastery, not on a prescribed curriculum.
Traditional Reading Instruction
- Implicit — skills are expected to be inferred
- Incidental / non-sequential — the alphabetic code is introduced as it appears in reading materials, not in a cumulative sequence
- Print-focused — emphasizes whole-word recognition over handwriting and sound–symbol understanding
- Curriculum driven — instruction follows a scripted program, moving on even when gaps remain.
What’s the twist?
It’s not really a twist; it’s how we know kids learn:
Relationship. + Deliberate. practice = lasting results
relationship
(relationship: weekly 1-on-one live sessions; parent office hours; opportunity to meet other students) (can you put a caption: my student Lan meeting Nugget IRL) (will go on nex section
Deliberate practice: Customized video games (with leaderboards, daily practice drills designed specifically for them (will go on next ssection)
lasting results
deliberate practice
text about video games
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The Cost of Waiting/ Dyslexia doesn't fix itself
[your good info graphic]
Start Catching up now (or something) (button)
three paths forward:
foundations. - orthography + spelling patterns - Morphology + word Inquiry
I like the basic layot and text of these sections, but I'd prefer not to have them boxed in with a border, but on white space, like the template
Active Reader Foundations
Phonemic awareness, sound–symbol mapping, letter formation - I like what you have here -- let’s use a picture or testimonial instead of the video
Can you do a caption under the cat that says, "This cat is making the /th/ sound that’s at the beginning of "that" and end of "path"
Lexercise
Lexercise® Professional Therapy
Lexercise Professional Therapy is a structured, research-based intervention designed for students with dyslexia and related reading difficulties. Sessions follow an IDA credentialed Structured Literacy Program, and each session is integrated with a customizable, gamefied suite of games that allows for independent daily practice, complete with points, streaks, and goals. 
As a certified Lexercise therapist, I deliver this program one-on-one, adapting pacing and emphasis to your child while staying faithful to the evidence-based
Lexercise therapy is a strong option for families seeking a proven, professional dyslexia intervention with measurable progress and clear instructional structure.
Morphophonemia
can we have Melanie's video here, and on the other side, one of the quotes from the "what parents are saying" page on my website.
About Kate -- Hi. I’m Kate.
I’m The Active Reader.
I like big words, small dogs (well, my small dog), and punctuation.
I’ve been teaching reading for over twenty-five years, to
students of all ages, abilities, and backgrounds. I’m a certified Structured Literacy Dyslexia Therapist, trained
through IDA-accredited programs including Lexercise, Lindamood-Bell, Words in Color, and F.A.S.T. Phonics.
After graduating from Smith College and spending some years writing screenplays, waiting tables, touring with a pop band, and generally being convinced I was going to “change the world,” I found myself teaching English in a failing middle school in Compton. To my surprise, I discovered that while I could talk about books, stories, and word origins 'til the cows came home, what I couldn’t do was teach a classroom full of kids how to actually read when they were already behind.
I get how hard it is to be a classroom teacher.
Later, I worked for a small company that (incredibly) taught four-year-olds to read using systematic, incremental instruction. Although four years old is arguably too young for reading instruction, that experience did teach me that the signs of dyslexia can be discerned very early— even before preschool, and that has made me passionate about effective screening and early intervention.
I’m also a certified yoga instructor, and while I’m a terrible meditator, I’m an excellent breather. I've used that training to help my students manage their anxiety, settle down, and perk up. (I have yet to find anything more energizing than doing a headstand, and believe it or not, I often do them with my student, even over Zoom.)
Someday, I want to start a middle school where all academic content is taught through the science and business of food and cooking.
But for now, I just want to teach kids how to read.
But for now, I just want to teach kids how to read.
As many as possible.
(for some reason, it won't let me add other pictures! )
"when you're reading fast and you're understanding, it's like you're flying" Sam, aged 10. (the stars should be smaller and next to, or just above/ below the text) 
