Eulexia Tutoring Blog
Look-Say, Whole Language, Balanced Literacy: A Parent's Guide to the Many Names for the Same Flawed Idea
From 'Look-Say' to 'Whole Language' to 'Balanced Literacy,' the names for reading instruction are constantly changing. But what if they are just different masks for the same flawed idea? We uncover the common thread that runs through these methods and explain why a focus on decoding is the only reliable path.
The Dinosaur in the Room: Why Kids Can Read "Dinosaur" But Skip "the"
Ever wonder why your child can read 'dinosaur' but skips 'the'? It's a common puzzle that reveals a deep flaw in how reading is often taught. We explore why 'meaning-first' approaches can create this 'functional word blindness' and why a code-based strategy is the solution.
"Dysteachia": Are Reading Problems Inborn or Taught?
When a child struggles to read, we often ask what is wrong with the child? But what if the problem lies in the instruction? We explore the provocative concept of 'dysteachia'—reading failure caused by poor teaching—and how a child's susceptibility can be turned into a full-blown reading disability by the wrong methods.
The "Twice-Exceptional" Child: When High Intelligence Hides a Reading Struggle
What happens when a child's intelligence is so profound it actually hides his reading struggles? This is the paradox of the 'twice-exceptional' child. We explore how these brilliant guessers can misunderstand what they read and what parents can do to help.
The "Dyslexia as a Superpower" Narrative: What Parents Really Need to Know
The 'dyslexia as a superpower' narrative is inspiring. But is the reading struggle itself the gift, or are a child's creative strengths separate? We explore why true empowerment means nurturing a child's gifts while directly remediating reading challenges with effective instruction.
The Nostalgia Trap: How Dick, Jane, and Dr. Seuss Can Inadvertently Cause Reading Failure
Many remember Dick and Jane, and Dr. Seuss fondly. But what if these beloved books, when used as first readers, implicitly teach habits that can lead to reading failure? We explore the how Dick and Jane and Dr. Seuss books, created as instructional products, were ineffective or even destructive to their purpose of helping kids learn to read.
The Leveled Reader Trap: Is Your Child Learning to Read or Learning to Guess?
Those 'leveled readers' sent home from school may seem helpful, but their design often trains children to guess words from pictures rather than decode them. Discover why this common practice can hinder reading progress and how decodable readers provide a more effective, science-aligned path to literacy.
Are We Teaching English Like It's Chinese? Rudolph Flesch's Timeless Warning for Parents
Rudolph Flesch's 1955 book, 'Why Johnny Can't Read,' ignited a debate by observing that many reading methods treated English words like Chinese characters—pictures to be memorized. We explore why this fundamental misunderstanding of our alphabetic language persists and why systematic phonics is the true key to reading.
The Bright Guesser: When "Reading" Becomes Rewriting (And Why It Endangers Learning)
Some bright children develop sophisticated strategies to guess words, effectively 'rewriting' texts to fit their existing knowledge. This tragedy means they're often 'talking to themselves,' missing out on new learning and risking profound miscomprehension. Discover why accurate decoding is the solution.
Decoding German, Understanding Nothing: The Surprising Lesson for Your Child's Literacy Journey
Imagine a woman who can read German aloud flawlessly but understands none of it. Is she truly reading? This surprising scenario reveals a crucial truth: decoding words is the non-negotiable first step to real understanding. We explore what this means for your child and why effective phonics instruction is paramount.
The Reading Key You Might Be Missing: Why Early Phonological Awareness Screening is a Game-Changer
Could a simple, early screening for phonological awareness be the key to preventing reading difficulties? Discover why identifying a child's ability to recognize and play with the sounds in language is a game-changer. Learn how this crucial first step, combined with effective, principled instruction, can build a strong foundation for literacy and potentially sidestep the struggles that often lead to reading failure.
Decoding the Science: What the National Reading Panel Says About Teaching Your Child to Read
Navigating the world of reading instruction can feel overwhelming. How do you know what truly works for your child? Fortunately, a landmark report by the National Reading Panel (NRP) provides clear, evidence-based answers, particularly for phonics. The NRP's most significant finding? Systematic phonics instruction is markedly more effective than non-systematic phonics or approaches with little to no phonics in fostering reading development. This means programs following a planned, sequential introduction of letter-sound relationships, with explicit teaching and practice, lead to better decoding, word recognition, spelling, and even reading comprehension.
Eulexia Tutoring: An Origin Story
I started out just wanting to teach French. But witnessing bright students profoundly struggle with reading – often using ineffective guessing strategies encouraged by their schools – disturbed me deeply and ignited a passion. This is the story of that journey, my deep dive into the Science of Reading, and why Eulexia Tutoring exists today.
Embedded Phonics: Is 'Learning as You Go' Enough for Reading Success?
Is your child's phonics instruction effective? Learn why 'embedded phonics' falls short according to the Science of Reading, and discover what truly systematic, research-backed instruction looks like.
Decoding the Science of Reading: What Educators & Parents Need to Know
Beyond the bookshelf, understanding reading goes deep into brain science. 🧐 The Science of Reading utilizes research from neuroscience and cognitive psychology to show how literacy develops. Get the essential findings educators and parents need.