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From Letter Awareness to Literacy Success: A Brain-Based, Language-Driven Handwriting Framework This Days with Dyslexia podcast episode explains how to teach handwriting through a language-based framework that integrates executive function to support reading and spelling development. It describes common handwriting struggles (illegible writing, slow and effortful neat writing, difficulty forming letters during spelling, heavy pressure and erasing) and argues that handwriting by hand recruits broader brain activity than typing, supports learning and memory across subjects, and should remain the primary writing mode through elementary school.  The speaker compares a language-based approach to typical fine-motor, repetition-based programs that rely on abstract concepts and tax working memory. She also outlines needed features of effective handwriting programs: explicit instruction, multimodal engagement of language (eyes, hands, ears, mouth), executive function support, and a sounds-first approach that still prioritizes letter names as stable anchors. The Head-to-Handwriting® program is presented, using executive-function questions, lowercase-first instruction, sound ladders, tiny sound cards, and specialized paper to build accuracy, automaticity, directionality (including B/D), and early word-level reading and spelling connections. 00:00 Welcome and Goals 00:54 Handwriting Struggles Signs 02:30 Brain Benefits of Writing 05:02 Why Programs Fall Short 06:52 What Kids Really Need 08:12 Beyond Fine Motor Skills 12:10 Head to Handwriting Overview 13:48 Executive Function Explained 17:47 Sounds First and Letter Names 22:42 Building Letter Automaticity 24:20 Program Levels and Lowercase 28:08 Executive Function Letter Cues 30:09 From Letters to Words 31:39 Sound Ladders and Tiny Cards 34:45 Paper Tools and Takeaways 36:19 Reversals and Directionality 43:17 Program Wrap Up and Close

On the Days with Dyslexia podcast, Michelle interviews special education advocate Sue Lux, a former special ed teacher with over 20 years of experience, two master’s degrees (learning disabilities and administration/supervision with school law), and founder of a Vienna learning center and Assets Special Education, where she supports families nationwide with IEPs and 504 plans.  Sue explains that many disputes stem from inadequate data and lack of specialized instruction required by IDEA, and advises parents to seek baseline reading data through phonics assessments and fluency “cold reads,” not just SOL scores.  She recommends building rapport with case managers and asking about credentials and evidence-based curricula outside IEP meetings. Sue urges parents to keep a binder, monitor progress reports, request raw data, and call addendum IEP meetings when goals are met early or progress is insufficient. She shares cases involving compensatory services for denial of FAPE and complex placement disputes in small districts. 00:00 Welcome and Guest Intro 00:34 Sue’s Teaching Background 01:15 From Tutoring to Advocacy 03:19 What Cases Advocates Handle 04:20 Reading IEP Data Basics 05:44 SOLs and Cold Reads 08:09 Teacher Training and Curriculum 08:33 Asking Credentials Tactfully 11:12 Progress Reports and the Binder 13:52 School vs Parent Perspective 17:43 When Trust Breaks Down 20:21 Handling Disagreements and FAPE 21:18 Case Study Compensatory Services 24:00 Case Study Placement in Small Districts 26:05 How to Contact Sue 26:51 Wrap Up and Thanks You can contact Sue through her website: https://suespecialed.com/

Dyslexia Advocacy for Parents, Part 1: Gathering Data and Documenting Concerns The episode launches a new advocacy-focused mini series focused what parents can do when schools say a child’s reading and spelling are “fine" even when a parent knows it's not. Michelle explains why the process is frustrating, how parents can move it forward without waiting on the school, and why school staff may share incomplete or distorted policy information.  This episode emphasizes gathering data: finding out what tiered supports (RTI/MTSS tiers 1–3) are in place, what decisions and district procedures guide movement between tiers, and why a child should not remain in tier 3 without next steps such as considering an IEP. The host urges parents to document concerns and conversations in writing, request cited policies, ask clarifying questions about discrepancies, and scrutinize screeners and reading levels for what they actually measure. A free parent dyslexia screener is also mentioned, and the next episode will cover the referral meeting. Want more information like what you heard in this podcast? The Dyslexia Advocacy Toolkit with eBook can be found HERE. 00:00 Welcome and Series Intro 00:59 Why Advocacy Matters 02:39 Schools and Policy Myths 04:42 Start With Tiered Supports 10:31 When an IEP Applies 14:43 Document Everything in Writing 21:35 Staying Calm and Being Heard 24:53 Screeners and Reading Data 29:00 Reading Levels and Skill Proof 32:13 Wrap Up and Next Steps

In part five of a series on choosing dyslexia interventions, Michelle reviews differences between meaning-first (to avoid), letters-first programs (e.g., Orton-Gillingham, Barton, Wilson),  and sounds-first instruction, then focuses on teaching high-frequency/sight words. Letters-first approaches often have students memorize “red” or irregular word letter strings by repeating letter names, while sounds-first instruction maps sounds to letters and incorporates sounds, letters, and meaning for every word. She describes a comparison across three second-grade classrooms in which students were taught the same 10 words: the sounds-first system produced higher accuracy and “smarter errors” than Orton-Gillingham methods, with skills that generalized beyond the target words. She argues that sounds-first structured literacy feels more natural and reduces frustration.  00:00 Series Recap Setup 00:25 Letters First vs Sounds First 01:36 Sight Words Memorization 02:47 Sounds First Mapping 03:34 Classroom Comparison Study 07:20 Why Smarter Errors Matter 10:00 Progress Stories Evidence 12:14 Choosing Support Options 12:33 Programs Offered Overview 14:56 VIP Advocacy Membership 17:42 Final Wrap Up

In part four of a series on choosing effective dyslexia interventions, Michelle reviews three approaches (meaning-first/whole literacy, which they advise avoiding, and two structured literacy approaches: letters-first/Orton-Gillingham “print to speech” and sounds-first “speech to print”).  She emphasizes that doing a single sound-awareness lesson before moving to letters is not the same as a true sounds-first approach, which should integrate sounds throughout instruction and quickly connect sound awareness to letters. The episode focuses on what children say while writing: letters-first programs often have children say letter names, which encourages memorizing letter strings and limits sound-letter integration, while sounds-first instruction has children say each sound as they write the matching letter to strengthen sound-letter connections and pattern recognition.  A story about a student (“Jay”) shows how letter-name studying led to poor spelling and an inability to read studied words until the approach shifted to sounds.  00:00 Dyslexia Intervention Overview 00:57 Three Reading Approaches 01:39 Sounds First Clarified 03:33 Series Recap to Part Four 04:35 Bouncy vs Stretchy Speech 06:16 Letters First Pitfalls 09:18 Sounds First While Writing 10:38 Jay’s Spelling Test Story 13:22 Study Smarter With Sounds 15:08 Wrap Up and Part Five Tease

Part three of a series on choosing effective dyslexia interventions compares “letters first” (print-to-speech, often Orton-Gillingham) and “sounds first” (speech-to-print/linguistic phonetics) approaches, focusing on the job of letters. The speaker argues against meaning-first methods (whole language/balanced literacy) and explains that letters-first teaching treats letters as the units that make sounds and often requires memorization of many spelling rules, which creates confusion due to many exceptions.  In contrast, sounds-first instruction teaches that letters spell sounds, sounds can have multiple spellings, and that letters like E can have multiple jobs. This approach builds mental flexibility, problem-solving for unfamiliar words, and supports spelling because children start from sounds; patterns can be taught developmentally and “sprinkled in” during reading.  Part four will cover what kids say while writing. 00:00 Series Recap and Goal 01:15 Three Reading Approaches 02:43 Letters First Basics 03:18 Why One Sound Fails 05:41 Magic E Myth 07:44 Sounds First Framework 08:33 Multiple Spellings and Sight Words 09:32 E Has Many Jobs 11:52 Why Sounds First Wins 12:51 Teaching Patterns by Sprinkling 14:24 Wrap Up and Part Four Teaser

In part two of a five-part Days With Dyslexia series on choosing the right dyslexia intervention, the host explains why syllable instruction matters and contrasts letters-first versus sounds-first structured literacy approaches. A syllable is described as the “beat” in a word, and each syllable has its own vowel sound; research supports teaching syllable awareness but not memorizing multiple syllable types.  Letters-first (e.g., Orton-Gillingham) divides syllables by letter patterns, teaches six syllable types, and requires students to mark vowels/consonants and apply rules, which strains working memory and becomes less accurate with three- and four-syllable words, affecting fluency.  Sounds-first focuses mainly on open and closed syllables, divides words by natural speech beats, and uses listening and mouth/throat cues, making it easier to apply to longer words. A PDF covering all five episodes will be available by episode five, and the next episode will cover the job of letters. 00:00 Series Recap and Setup 01:54 What Syllables Are 02:34 Research on Syllable Awareness 03:16 Letters First Syllable Rules 05:25 Why Letters First Breaks Down 06:53 Sounds First Syllable Strategy 08:54 Open vs Closed by Sound 10:47 Why Sounds First Works Better 12:38 Wrap Up and Next Episode

This Days With Dyslexia podcast launches a five-part series on choosing effective dyslexia intervention without wasting time or money, based on the host’s experience as a parent and as a speech language pathologist who specializes in literacy. The episode explains that research supports structured literacy: explicit, systematic, multimodal instruction that integrates sounds, letters/letter patterns, and meaning (triple word form theory). It warns against meaning-first approaches (whole language/balanced literacy) that emphasize guessing from context and are described as ineffective and potentially harmful, referencing the Sold a Story podcast. The host then contrasts two structured literacy types—letters-first (print-to-speech, e.g., Orton-Gillingham/Wilson/Barton) versus sounds-first (speech-to-print)—and begins Part 1: scope and sequence, arguing sounds-first aligns with natural oral language learning, teaches by spoken sounds, and separates consonant clusters into distinct sounds to reduce confusion and spelling errors. 00:00 Series Kickoff 00:22 Why This Matters 02:52 Avoid Wasting Time 05:01 Structured Literacy Basics 07:08 What Not To Use 09:58 Letters vs Sounds 12:08 Part One Scope Sequence 13:18 Letters First Pitfalls 18:19 Sounds First Logic 22:11 Wrap Up Next Steps

Effective Strategies for Teaching Sight Words- with data! In this episode of the Days With Dyslexia podcast, Michelle discusses the importance of teaching sight words by integrating sounds, letters, and meanings. The presentation, originally prepared for a state convention for speech-language pathologists, emphasizes that merely memorizing sight words is not effective for children with learning differences, particularly dyslexia. Instead, Michelle introduces a system that organizes words by sound patterns and teaches them in a way that engages all four language systems: speech, listening, reading, and writing. This method has been shown to significantly improve spelling accuracy and long-term word retention compared with traditional methods. The episode includes research findings and practical tips for implementing this approach for parents, speech-language pathologists, teachers, and reading interventionists. Once you listen, use this link to access the resources mentioned: HERE

From Childhood Struggles to Adult Success - An Interview with Scott Smith In this episode of the Days With Dyslexia podcast, the host conducts her first interview with Scott Smith, an adult who has dyslexia. Scott shares his early experiences with dyslexia, the challenges he faced in school, and the innovative ways he adapted to manage and eventually find success as an adult. When bedtime reading with his toddlers became difficult, he knew something needed to change. The discussion delves into his methods for overcoming reading difficulties, his mechanical and problem-solving strengths, and his achievements in both his professional and military careers. Additionally, Scott reflects on how working with the host on reading skills significantly improved his confidence and literacy, allowing him to have better career and parenting experiences.  Michelle also references the Sold a Story podcast.

Teaching Kids with Dyslexia The Difference Between Letters and Sounds In this episode of Days With Dyslexia, host Michelle Morgan shares practical strategies for helping children differentiate between letters and sounds. Michelle explains how to use simple tools to create a visual and interactive learning experience. She emphasizes the importance of understanding this difference to enhance reading and spelling. Michelle also provides tips on using these techniques to teach spelling patterns and inflected endings, highlighting the need to address sounds, letters, and meanings in language instruction. A PDF resource is available for download to support parents in implementing these strategies at home.  Download free PDF for teaching letters vs. sounds HERE. 00:00 Introduction to the Podcast 00:35 Understanding Letters and Sounds 02:16 Practical Teaching Strategies 04:44 Using Index Cards for Learning 07:28 Letter and Sound Cards 11:14 Inflected Endings and Meaning 14:01 Clarifying Letters vs. Sounds 16:18 Conclusion and Next Steps

The Importance of Teaching Sounds and Letter Names in Dyslexia In this episode of 'Today's with Dyslexia,' Michelle Morgan, a speech-language pathologist, explores the essential difference between letter names and sounds in language learning. She explains why understanding this difference is particularly crucial for children with dyslexia. Michelle also discusses the triple word form theory (Phonology, Orthography, Meaning) and why some teachers have, unfortunately, moved away from teaching letter names. Through various research citations, she validates the need to teach both letter names and sounds for effective literacy development. Tune in for insights and strategies to help struggling readers become more confident learners. 00:00 Introduction to the Podcast 00:29 Understanding Letter Names vs. Sounds 02:56 The Importance of Differentiating Letters and Sounds 05:55 Current Trends in Teaching Reading and Spelling 12:07 Research Supporting Letter Names 23:36 Conclusion and Next Steps

Breaking Down the New 2025 Definition of Dyslexia: What Parents Need to Know In this episode of 'Days with Dyslexia,' host Michelle Morgan, a speech language pathologist and mother of a dyslexic child, delves into the newly released 2025 definition of dyslexia from the International Dyslexia Association. Michelle reads the extensive definition, breaks down complex terms, and explains their implications. She emphasizes the importance of early intervention and clears misconceptions about environmental influences on dyslexia. Michelle also touches on the genetic, neurobiological, and varied severity aspects of dyslexia. Listen in for practical advice and resources to help your child overcome reading and spelling challenges. 00:00 Introduction to the Podcast 00:29 New 2025 Definition of Dyslexia 01:56 Reading the New Definition 03:20 Breaking Down the Definition 10:31 Understanding Dyslexia Causes 17:47 Early Oral Language and Literacy 20:47 Secondary Consequences of Dyslexia 25:36 Psychological and Employment Impact 26:55 Importance of Early Intervention 29:38 Conclusion and Resources Link to IDA's new definition of dyslexia. Head-to-Hand Writing Program

In this episode of Days with Dyslexia, host Michelle Morgan, a speech-language pathologist, discusses the differences between speech-to-print (sounds first) and print-to-speech (print first) literacy instruction. She explains why traditional Orton-Gillingham methods may not be the most effective for all children, particularly those with dyslexia. Michelle outlines five key differences between a sounds-first vs. print-first approaches, including scope and sequence, teaching the job of each letter, handling irregular words, spelling patterns, and the role of letter names and sounds in writing. The episode aims to help parents understand why a sounds-first approach can be more effective and introduces resources for further guidance. 00:00 Introduction to Days with Dyslexia 00:37 Understanding Orton-Gillingham 02:07 Speech to Print Instruction 02:38 Simplifying Terms: Sounds First vs. Print First 03:27 Advantages of Sounds First Approach 04:07 Five Key Differences Between Approaches 04:14 Scope and Sequence 05:46 Teaching the Job of Each Letter 07:09 Irregular Words Instruction 09:01 Spelling Patterns and Syllable Division 13:21 Writing and Sound Association 14:50 Conclusion and Resources