That’s why I created this blog: to share tools, strategies, and solidarity with fellow secondary reading specialists doing the hard, often-overlooked work of helping older students learn to read.

     While the science of reading applies across all ages, we know that instruction for teens must look different. Our students arrive with backgrounds unlike those of true beginning readers. Many were taught using a mix of whole-language and guided reading approaches. Some have faced interrupted schooling, chronic absenteeism, or adverse childhood experiences. For many, English is not their first language. Nearly all  have at least one learning disability that affects their ability to acquire literacy skills.

     They are what we call "compensators"—students who’ve developed clever workarounds without ever mastering foundational skills.

     I’ve spent countless hours adapting IMSE’s Orton-Gillingham approach to fit the pace, pressure, and personality of the secondary classroom. I’m here to share what’s worked (and what hasn’t), so that you don’t have to reinvent the wheel.

      The Year and Unit at a Glances will give you a general idea of our scope and sequence and methodology. Each unit generally follows the same routines. The Interactive Unit Guides are tailored to each concept.  To learn  more about me and my passion for literacy, check out the link below. Happy browsing!