Eulexia Tutoring Blog
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.
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.
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.
Sounds First! Why Focusing on Letter Sounds (Not Names) Builds Stronger Readers
Could teaching the ABCs actually slow down reading? Explore why focusing on letter sounds before letter names is crucial, according to reading science. Understand how names can cause confusion and why a sound-first approach leads to more confident decoding.