Reading Horizons recaps this episode to highlight what educators, parents, and literacy advocates can learn from one young man’s journey through dyslexia—and the mother who walked it with him.

A Story of Early Struggles and Discovery

Bridger’s story begins with early signs that reading and writing were not coming easily. Diagnosed with dyslexia, dysgraphia, and dyscalculia, Bridger’s academic journey often felt like a mismatch with how his brain worked. What emerged, however, was a remarkable ability to tell stories and connect emotionally with others through imagination and creativity.

Donell shares the emotional complexities of parenting a child who was misunderstood in school, even by educators who were aware of his diagnosis. She reflects on moments of helplessness, advocacy, and ultimately, pride in watching Bridger find his own voice.

From Misunderstood Learner to Emerging Writer

A powerful thread throughout the episode is Bridger’s lifelong connection to storytelling. Unable to access reading easily as a child, he developed a sharp sense of narrative and emotional tone by listening—and by telling stories himself. His mother recalls his early stories beginning with, “I’m going to tell you something you don’t know that is mostly true,” a phrase that captures both his curiosity and creativity.

Bridger discusses how, despite remediation and progress, he still felt like he straddled two worlds: not fully part of the dyslexic community anymore, but still different from typical learners. This in-between space, while sometimes isolating, has also fueled his creative drive.

Key Themes from the Conversation

This episode touches on several essential themes for educators and families:

Recognizing the Emotional Impact of Dyslexia

Dyslexia is more than a reading difficulty—it affects how students see themselves. Misunderstanding and under-support can lead to lasting emotional scars, as Bridger shares from his own experience.

The Power of Supportive Intervention

Donell credits intensive, early intervention—including sessions at the University of Utah Reading Clinic—as critical to Bridger’s success. Their story is a testament to the life-changing power of timely and evidence-based instruction.

Storytelling as Survival and Self-Expression

For Bridger, storytelling became a way to connect, be seen, and work through the world. He references story expert Brian McDonald as a mentor figure whose work helped him articulate what he had long understood intuitively: that story is about survival, teaching, and truth.

Viewing Struggling Readers Through a Different Lens

One of the episode’s strongest messages is that “different is not deficient.” Students who struggle with reading may be telling stories we don’t yet know how to hear.

Books and Resources Mentioned

• Brian McDonald – Bridger discusses how McDonald’s work helped him make sense of storytelling. McDonald is the author of:
  • Invisible Ink: A Practical Guide to Building Stories That Resonate (link)
  • The Golden Theme: How to Make Your Writing Appeal to the Highest Common Denominator (link)
  • Future of Storytelling Podcast with Brian McDonald (link)
• International Dyslexia Association (IDA) – Resource for understanding the definition and indicators of dyslexia. Visit IDA
• National Center on Improving Literacy – Evidence-based information on supporting dyslexic learners. Visit NCIL

Takeaways for Educators and Parents

• Students with dyslexia often experience school as emotionally challenging—even with support.
• Literacy instruction should be paired with empathy and attention to emotional development.
• Creative strengths may show up early and outside of traditional academic tasks.
• Understanding a student’s full story can lead to better connection and more effective teaching.

Listen to the Episode

To hear the full conversation, listen to Episode 13 of Literacy Talks:
Through the Eyes of Dyslexia: A Mother-Son Story
Listen here

This episode is a reminder that literacy is not just about reading—it’s about connection, compassion, and hearing the full story behind the learner.

The post The Emotional Impact of Dyslexia: A Mother-Son Conversation on Literacy Talks appeared first on Reading Horizons.

By Stacy Hurst, Donell Pons & Lindsay Kemeny

Why This Conference Mattered

We spent three inspiring days at the Reading League Conference in Chicago, surrounded by passionate educators and researchers focused on evidence-aligned reading instruction. This event not only recharged our commitment to literacy but also provided us with fresh tools, perspectives, and practices to bring back to our classrooms and communities.

Major Themes That Emerged

Evidence-Aligned Instruction

The conference reaffirmed that the science of reading isn’t just theory—it’s a research-backed approach that must be woven into daily practice. We were reminded how essential it is to bridge research and instruction, and how powerful it is when teachers are equipped with the knowledge to do so.

Explicit Instruction and Foundational Skills

Session after session emphasized the importance of explicit teaching and intentional scaffolding. From phonemic awareness to word recognition, we walked away with new ideas for strengthening foundational skills through structured routines and modeling.

Reading and Writing Integration

One of the most energizing insights was the growing focus on integrating writing into literacy instruction. Presenters shared strategies for embedding sentence work, paragraph construction, and writing tasks across grade levels in ways that support reading comprehension and language development.

Supporting Multilingual Learners

We attended several sessions centered on building inclusive, asset-based classrooms for multilingual learners. The focus on translanguaging, linguistic diversity, and intentional instructional supports was both timely and essential.

AI and the Future of Literacy Instruction

The conversations about AI in education were balanced and thought-provoking. While we explored new possibilities for using AI tools to support instruction, the clear consensus was that human relationships and teacher judgment must remain central.

Practical Takeaways We’re Applying

• We’re rethinking our literacy blocks to create more time for orthographic mapping, decoding practice, and writing fluency.
• We’re embedding sentence-level instruction into meaningful writing activities, not as isolated grammar drills.
• We’re creating space to understand and support students’ working memory needs more intentionally.
• We’re piloting digital tools with purpose, using instructional goals—not tech trends—as our guide.
• We’re revisiting how we design instruction for multilingual learners to ensure language development and literacy grow side by side.

A Moment We’ll Never Forget

One personal highlight was Lindsay’s book signing at the Reading Horizons booth. The energy, support, and excitement from fellow educators was unforgettable. We’re grateful to Reading Horizons for making that event possible and for being such a strong supporter of teachers and evidence-based literacy practices.

Suggestions for Your Team

• Use one breakout session as a team study topic for a PD meeting.
• Revisit your daily schedule and look for opportunities to strengthen explicit instruction.
• Reflect on how you’re currently integrating writing into reading instruction.
• Ask: Are our multilingual learners visible in our planning and practices?
• Explore how cognitive load and working memory affect student performance—and how we can help.

Final Thoughts

The Reading League Conference 2025 was more than a professional event—it was a catalyst. We left inspired, reflective, and ready to continue growing. Literacy is complex, but the research is clear. With knowledge, collaboration, and intentional planning, we can transform outcomes for every student.

The Reading League 2025 Conference Resources List

1. Resources page, The Reading League – A comprehensive hub of evidence‑aligned reading instruction webinars, books, and professional‑development materials: https://www.thereadingleague.org/resources/
2. Conference Agenda (2025) – Full PDF of breakout session titles and descriptions from the October 8‑10 (Chicago) conference, offering insight into the breadth of content: https://www.thereadingleague.org/wp-content/uploads/2025/03/the_reading_league_conference_agenda_2025.pdf
3. Online Academy, The Reading League – Self‑paced / live virtual course catalog on foundational topics like phonemic awareness, morphology, dyslexia, and writing‑instruction alignment: https://www.thereadingleague.org/online-academy/
4. Live Events Library, The Reading League – On‑demand webinars and videos of past symposiums, which make for excellent follow‑up or professional learning team viewing: https://thereadingleague.uscreen.io/
5. “What Is the Science of Reading?” – The Reading League’s defining guide – A free resource that outlines the research base behind evidence‑aligned reading instruction: https://www.thereadingleague.org/
6. Curriculum Evaluation Guidelines – A tool included in the Resources page that helps teams evaluate whether a reading curriculum aligns with the science of reading research: https://www.thereadingleague.org/resources/
7. “Beyond the Hype: The Opportunities and Limitations of AI in Structured Literacy” session – Part of the Conference agenda. Valuable for planning how AI fits (and doesn’t) in structured literacy. Note: The PDF agenda lists this as a session.
8. “Writing Development and Instruction for Multilingual Students” session – Also listed in the agenda. Emphasizes integration of writing + multilingual learner asset‑based instruction.
9. “Making Words Stick: The What, Why, and How of Orthographic Mapping” session – From the Conference agenda, useful for deep word‑study and orthographic mapping planning.
10. Chapter Network & State Chapters – The Reading League – Support network of U.S. state‑based chapters that share events, book‑studies, and collaborative professional learning: https://www.thereadingleague.org/chapter/

The post Reflections and Key Takeaways from the Reading League Conference 2025 appeared first on Reading Horizons.

What You’ll Hear in This Episode

• Personal paths into literacy work—from dyslexia advocacy and classroom experience to higher education and curriculum design.
• Reflections on how understanding dyslexia, phonics, and structured literacy has grown over the last four years.
• The role of research in refining instructional practice, especially influences from authors like David Kilpatrick, Sally Shaywitz, and Marianne Wolf.
• A nostalgic and inspiring look back at the original goals of the podcast—and how far it’s come.

Resources Mentioned in This Episode

Here are the books, authors, and organizations discussed—perfect for deepening your own science of reading journey:

• David Kilpatrick – Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
  Find on Amazon
• Sally Shaywitz – Overcoming Dyslexia
  Official Site
• Marianne Wolf – Proust and the Squid
  Find on Amazon
• Dr. Steve Dykstra – Noted for his “Bullseye Analogy” presentation at the Reading League Conference
  The Reading League
• Structured Literacy framework
  International Dyslexia Association on Structured Literacy
• Andrew Watson – The Goldilocks Map
  Author Site
• Daniel Willingham – When Can You Trust the Experts?
  Find on Amazon

Looking Back, Moving Forward

Reflecting on four years of progress, the hosts encourage listeners to consider: What has changed in your literacy practice since 2021? Whether you’re just starting or well into your journey, this episode reminds us that growth comes from staying curious, connected, and committed to better literacy for all.

Listen to the episode and access more resources here: Reading Horizons – Literacy Talks

The post 🎉 Celebrating 100 Episodes: Our Journey into the Science of Reading appeared first on Reading Horizons.

Episode Summary: Why MTSS is the Framework Schools Need Now

This episode unpacks the shift from RTI (Response to Intervention) to MTSS (Multi-Tiered System of Supports), highlighting how the new model centers on proactive, systemic change rather than reactive, student-by-student fixes.

Key takeaways include:

• The Difference Between RTI and MTSS: MTSS zooms out to focus on system-level responsibility rather than viewing student struggles as isolated issues.
• Tier 1 is Not a Starting Point—It’s the Foundation: Dr. Brown and Dr. Stollar stress that an effective MTSS model hinges on strong, evidence-based Tier 1 instruction for all students.
• MTSS + Science of Reading = Real Change: The guests emphasize the synergy between the science of reading and a well-implemented MTSS framework.
• Teachers Deserve to See Results: When MTSS is working, educators see the payoff of their hard work in real student growth—boosting retention, satisfaction, and confidence.
• The Power of Assessment: Knowing what to teach and whether instruction is working hinges on smart data collection and interpretation using tools like Acadience Reading or FastBridge.
• Community and Collaboration: From classroom teachers to administrators to parents, MTSS brings everyone into the conversation and empowers collective action.

“Teachers are always working hard… many leave because they don’t see the payoff for that hard work. MTSS can change that.” — Dr. Stephanie Stollar

Resources Mentioned in the Episode

MTSS for Reading Improvement – The Book

A comprehensive, practical guide for school leaders and educators. Includes free downloadable agendas and data protocols.
Order the Book + Free Resources

Facilitator Collaborative for Book Study

Dr. Brown and Dr. Stollar are offering materials and guidance for hosting a school-wide book study.
Join the Facilitator Collaborative

MTSS for Reading Improvement Conference – December Workshop

An in-person professional development opportunity with hands-on guidance from the authors.
Register for the December Workshop

Extend Your Learning

Watch a recording of our webinar: MTSS Made Simple: The Six-Step Blueprint for Success
Watch the Recording Today!

The post Empowering Educators Through MTSS: Transforming Reading Instruction One System at a Time appeared first on Reading Horizons.

The Literacy Talks team—Stacy Hurst, Lindsay Kemeny, and Donell Pons—attended the Big Sky Literacy Summit, a gathering known for its intimate setting and advanced conversations on the science of literacy. This year’s theme, Language Is Everything, carried through every keynote, panel, and breakout session.

Cookies, Connections, and Conference Culture

One lighthearted thread of the conference was the now-famous “last cookie” story, reminding us that Big Sky is as much about connection and community as it is about research and practice. Smaller in scale than other literacy conferences, Big Sky fosters repeated, meaningful interactions among attendees and presenters.

Keynotes and Sessions That Stood Out

The hosts reflected on impactful presentations, including:

• Louisa Moats on teacher knowledge and the courage to innovate.
• Dr. Julie Van Dyke on the critical role of syntax in comprehension.
• Dr. Charles Hulme introducing his Reading is Language (RIL) Model.
• Elsa Cárdenas-Hagan on language, heritage, and the importance of honoring students’ identities.
• Dr. Bruce Perry on trauma and its impact on learning.

Powerful Takeaways for Educators

• Oral language is foundational. Comprehension begins with spoken language, not just print.
• Teacher knowledge matters. As Moats shared, educators can’t be innovators without deep knowledge.
• Language instruction must be intentional. Myths around literacy instruction were unpacked, emphasizing that explicit language teaching benefits all learners.
• Parents are partners. Several sessions highlighted the untapped potential of parent training in early language development.

Resources Mentioned at the Summit

Here are some of the tools and references highlighted during the episode:

• Cascade Reader – a free online tool for supporting syntax and comprehension (mentioned by Dr. Julie Van Dyke).
• Story Champs – oral language and narrative intervention program (Doug Petersen).
• Strive for Five Framework – strategies for meaningful language interactions.
• Scarborough’s Reading Rope – a widely used infographic to understand reading development.
• Dr. Louisa Moats – resources on teacher knowledge and the science of reading.

Looking Ahead

The Big Sky Literacy Summit left participants energized, challenged, and inspired to bring stronger language and literacy practices back to their classrooms. As one host reflected: “We’re not in competition with each other. We’re here to change the world.”

The post 2025 Big Sky Literacy Summit Recap: Keynotes, Cookies, and Classroom Insights appeared first on Reading Horizons.

This post is Part 4 of a six-part series, “Inside the RH Method,” exploring how the science of reading connects to daily classroom practice.

If there’s one universal truth among teachers, it’s this: there’s never enough time in the day—especially in the reading block. Between planning, prepping, and keeping students engaged, the literacy block can easily become overwhelming. I’ve been there as a classroom teacher, a literacy coach, and now as a professor working with future educators. I’ve felt the same tension that so many of you feel each day—how to simplify your reading block while delivering instruction that’s meaningful, engaging, and research-based. 

Planning an effective literacy block can take hours—sorting through activities, organizing materials, and managing transitions. Teachers want to implement evidence-based instructional routines, but the sheer amount of options can feel overwhelming.

That’s why a simple, repeatable framework makes such a difference. It saves valuable planning time, streamlines instruction, and gives students the consistency they need to thrive. With a steady structure in place, teachers can focus less on managing and more on teaching, while students experience reading as a clear, connected journey.That’s precisely why the Reading Horizons (RH) Method includes the Daily Core 4 Routine. Grounded in the evidence-based principles of structured literacy instruction, it’s one of the most powerful time-saving practices—and one of the reasons RH has become such a trusted resource for teachers across the country.

The Daily Core 4 Routine breaks each literacy block into four essential components:

1. Review (5 minutes): Revisit previously taught skills to strengthen prior learning and build readiness for new learning.
2. Instruction (5–10 minutes): Teach a new skill explicitly and systematically, modeling the concept and process clearly for students.
3. Dictation (10–15 minutes): Guide students in multisensory practice—hearing it, saying it, writing it, and reading it—with feedback. This step builds accurate and automatic phoneme–grapheme mapping of the newly learned orthographic pattern.
4. Transfer (20–30 minutes): Guide students in applying the new skill through structured reading of words, sentences, and decodable or controlled text—first chorally, then with a partner, and finally independently. The focus here is on building fluent reading with feedback from the teacher as needed.

If you’re familiar with the gradual release of responsibility model (“I do, we do, you do”), the Daily Core 4 will feel like second nature—it follows that same progression in a simple, repeatable structure.

By using this structure, teachers experience multiple benefits. First, it simplifies planning. Instead of creating separate lesson plans for different days, teachers can anchor every lesson in the same reliable flow. Second, it provides students with consistency—a critical component for learning. They know what to expect, which reduces anxiety and increases engagement.

Another powerful element is the connection to the science of reading. Each piece of the Daily Core 4 is designed to align with cognitive principles of how students acquire and retain reading skills. Dictation, for instance, connects multiple brain pathways by integrating listening, speaking, writing, and reading—a perfect example of multisensory instruction.

When I implemented the Daily Core 4 in my own classroom, I noticed its value. My students were more focused and less fatigued. And I was less overwhelmed because I wasn’t reinventing my routine every day. Instead, I could focus on the joy of teaching and the progress my students were making.

If you’re searching for a way to simplify your reading block without sacrificing instructional quality, I can’t recommend the Daily Core 4 enough. It’s efficient, research-aligned, teacher-friendly, and student-centered.

To see how easily this routine can fit into your own classroom, I invite you to explore the free Teacher Edition of Reading Horizons Discovery. It’s an opportunity to simplify your teaching—and help your students thrive.

Make your reading block easier — start free with RH Discovery!

Read Part 3 in the series or move on to Part 5, coming soon.

Stacy Hurst

Assistant Professor of Teacher Education

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in…

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in Education. Over her twenty-plus years as an educator, she has been a first-grade teacher, ELL teacher, literacy coach, and reading specialist. Her extensive experience includes coordinating and providing interventions for struggling readers and training teachers in structured approaches to literacy instruction. Stacy is the Chief Academic Advisor for Reading Horizons, co-author of a foundational literacy program, and a founding member of the Utah Literacy Coalition. She is passionate about literacy and believes that learning to read well is a civil right.

Read More >> << Read Less

The post How to Simplify Your Reading Block with the Daily Core 4 Routine appeared first on Reading Horizons.

Why a “Reading Reset” Matters

As Lindsay points out, the beginning of the year is a natural time to reflect on teaching practices—what worked, what didn’t, and what can be improved. Donell frames the conversation around seeing each year as an opportunity to refine and adjust, rather than overhaul. Stacy highlights how even small tweaks, guided by reflection and data, can lead to significant improvement over time. These are key elements of effective back to school reading strategies.

The Foundations: Structured Literacy & Science of Reading

A key focus of this episode is on the components of Structured Literacy, which align with the Science of Reading. Donell revisits foundational elements such as:

• Phonemic Awareness
• Phonics
• Orthography
• Morphology
• Vocabulary
• Syntax
• Discourse Comprehension

For educators seeking to deepen their understanding, the hosts recommend reviewing past podcast episodes on Structured Literacy and checking out Louise Spear-Swerling’s work, including her book, The Power of RTI and Reading Profiles. Her insights into discourse comprehension and the importance of integrating reading components are especially valuable.

Listen to our past episodes on Structured Literacy here: Structured Literacy Series

Seven Mighty Moves for Literacy Success

Lindsay highlights her book, Seven Mighty Moves, which organizes key instructional shifts she made based on evidence-based practices. These include:

• Teaching phonemic awareness intentionally
• Explicit phonics instruction
• Intentional fluency practice
• Strategic use of reading strategies
• Emphasizing vocabulary and background knowledge
• Centering text in instruction

Explore Lindsay’s resources: Seven Mighty Moves

Making Data Work for You

Both Lindsay and Stacy stress the importance of using data to understand student needs. Lindsay shares how she uses end-of-year data from kindergarten (like Acadience) to form student groups and plan early interventions. Stacy emphasizes the importance of interpreting data through frameworks like the Simple View of Reading and Scarborough’s Reading Rope.

Learn more about Acadience Reading Review Scarborough’s Reading Rope.

Integrating Core Reading Skills into Daily Practice

One of the episode’s most practical discussions centers on how to integrate key reading components into everyday teaching. Lindsay reminds listeners that while instruction may be segmented (phonics, vocabulary, comprehension), the goal is integration. Teachers can begin with small, manageable changes that accumulate over time. Donell and Stacy emphasize that understanding data and knowing student profiles are crucial for delivering targeted, effective instruction. These tips are foundational to strong back to school reading strategies.

Challenges and Support for New Teachers

Stacy offers thoughtful advice for new teachers, including:

• Play the “rookie card” to ask questions and seek help.
• Learn student names and build relationships early.
• Use data not only to identify needs but also to celebrate growth.

She also recommends using familiar models and theories (like the Simple View of Reading) to guide instruction and assessment choices.

Resetting as a Tutor

Donnell shares her unique perspective as a tutor, emphasizing how goal setting and student interest help maintain motivation year-round. She also discusses the long journey of supporting students with dyslexia, highlighting the importance of persistence and individualization.

Keeping Momentum Alive

The hosts agree that maintaining momentum is about setting realistic goals, celebrating small wins, and having a support system. Lindsay suggests doing early assessments to track progress and using that data to keep motivated. Stacy adds that looking for students’ strengths can help inform instruction and sustain energy through the year.

Final Thoughts

This episode is a rich reminder that a “Reading Reset” doesn’t require a full-scale overhaul. Instead, it’s about thoughtful reflection, strategic adjustments, and consistent effort. Whether you’re setting up your classroom, analyzing data, or planning phonics lessons, each small step contributes to stronger outcomes for students. By following these back to school reading strategies, educators can start the year grounded in research and purpose.

Resources Mentioned:

• Structured Literacy Episodes – Literacy Talks
• Louise Spear-Swerling: The Power of RTI and Reading Profiles
• Seven Mighty Moves by Lindsay Kemeny
• Acadience Learning
• Scarborough’s Reading Rope
• Reading Horizons At-Home Resources

Stay tuned for upcoming episodes, which will dive deeper into many of the themes discussed here. Let this be the year your reading instruction resets and re-energizes!

The post Reading Reset: Kicking Off the School Year with a Fresh Start in Literacy Instruction appeared first on Reading Horizons.

Laura Axtell is an Education Specialist at Reading Horizons with Master’s degrees in special education and counseling. She has taught in public, alternative, and international schools, served as a school leader, and hosted the podcast Podclassed. Laura conducts educator training globally and specializes in literacy for secondary students, English learners, and adults.

The recent freeze on billions in federal education funding has left districts scrambling, especially those relying on grants to support children who need academic intervention and English learners. For the thousands of districts transitioning from whole-language to evidence-based literacy programs, the loss of professional development funding that would support the training to implement these programs will likely result in lower-than-expected outcomes. One of the most significant challenges will be for schools that have to eliminate before and after-school programs, leaving working parents without options. While policymakers debate the legality and future of these funds, schools are left with a stark reality: how to do more with less.

But perhaps this is also a moment to reconsider what more actually means.

Across the country, it’s common to see schools layering program upon program to meet the diverse needs of their students—after-school interventions, pull-out ESL instruction, special education support, summer recovery programs, and more. Each comes with its own set of materials, assessments, training protocols, and implementation hurdles (not to mention expensive annual subscriptions and ongoing training requirements). That complexity creates fatigue, not only for educators but also for the students who shuttle between different approaches, tools, and instructional philosophies.

In my work supporting schools, I’ve seen how this patchwork often leads to diminished results. Especially for older struggling readers, the path through intervention or special education becomes less a bridge to proficiency and more a holding pattern. We cannot afford that—especially not now.

Instead of multiplying programs, what if we focused on multiplying impact?

Districts can and should ask:

• Can one instructional model serve all tiers?
  
• Can the same materials be used flexibly in general education, special education, and ESL classrooms?
  
• Can teachers and paraprofessionals deliver effective literacy instruction with high-impact training that doesn’t require expensive or prolonged professional development?
  
• Can we reduce implementation complexity and still meet compliance and instructional rigor?

These aren’t just rhetorical questions—they reflect what some programs have already begun to prove. There are comprehensive literacy solutions designed to address multiple needs within a single system, featuring built-in data and diagnostics, flexible pathways for student progress, and instructional resources that support both intensive intervention and whole-class mini-lessons. These programs, endorsed by the Council of Administrators of Special Education (CASE), can significantly increase the reading abilities of diverse learners, including those receiving special education services. 

This is a moment for schools to simplify their approach, not by lowering expectations, but by choosing tools that reduce fragmentation and amplify results. A single, coherent approach across tiers means a shared language, reduced training overhead, and improved alignment with the science of reading. Students don’t get lost in transitions between programs—they grow within a system that meets them where they are and moves them forward.

Funding may be frozen, but innovation doesn’t have to be. Let’s use this pause not to panic—but to pivot.

The post In a Time of Education Funding Freezes, Is Doing More With Less Really Possible? appeared first on Reading Horizons.

This story originally appeared in The 74. This story was produced by The 74, a non-profit, independent news organization focused on education in America.

Lambert: You don’t need a huge budget to transform reading outcomes. You just need a consistent, collaborative, data-based intervention model.

When you think of education innovation, you might not think of a small, rural elementary school in Buffalo, Wyoming.

But I’m here to change your perception.

About 4,500 Wyomingites call Buffalo home. My school, Cloud Peak Elementary, serves 225 students in grades 3 to 5, more than a third of them from low-income families. We have the equivalent of 19 full-time teachers and one full-time school counselor.

Before becoming principal of Cloud Peak, I’d taught in this building. I’d walked alongside teachers as the district reading coach. I knew the strengths of our staff, the heart of our students, and the potential within our walls. That familiarity became one of our greatest assets as we set out to transform the way we support every learner.

I didn’t design our school-wide intervention and extension model myself, but I had a front-row seat to its beginnings. Now, I have the honor of helping it evolve. I believe what we’ve built is not just working — it’s something other schools can do, too.

According to the 2024 National Assessment of Educational Progress (NAEP), only 31% of fourth-grade students performed at or above the proficient level in reading. The conclusion? Across the country, we’re falling short when it comes to reading instruction.

Until two years ago, Cloud Peak used a “traditional” intervention model. We identified the lowest performing students as “struggling readers.” They all received the same intervention regardless of their skill gaps. Does that sound like your school or district?

At the time, we didn’t have a systematic approach to ensure that interventions targeted the students who needed them most. While teachers were doing their best with the tools they had, there was no consistent way to measure if what they were doing was working — or if some students were slipping through the cracks. High-achieving students weren’t always given opportunities to extend their learning, and struggling students didn’t always receive the intensive support they needed.

We set up professional learning communities (PLCs) — groups of educators who work collaboratively to improve teaching and learning for all students — and received intensive training on using data to collaborate on innovative solutions.

We looked at our data and introduced diagnostic measures to identify specific skill gaps interfering with students’ reading ability, followed by diagnostic assessments to home in on targeted interventions. Then, we got to work.

In a small school, it takes every single staff member to run a successful intervention and enrichment program; one of our proudest accomplishments is investing in our support staff. Paraprofessionals are full members of our instructional teams, attending every professional learning opportunity and participating in PLCs. Several have completed Language Essentials for Teachers of Reading and Spelling (LETRS) training, along with almost all of our certified teachers. That’s not common — but it should be.

Our most powerful shift was carving out a dedicated intervention and extension block, which we call “Reading I&E.” Every third, fourth, and fifth grader receives daily targeted reading instruction — support or enrichment — in addition to regular core reading instruction. Each grade level holds I&E at a different time, so our entire staff can support it. Even I teach when I can — whether it’s stepping in briefly, modeling a lesson, or leading enrichment. It’s a clear reminder that every adult in our building is a reading teacher.

While traditional models might offer intervention a couple of days a week to the lowest performing readers, we do intervention and enrichment every day for every student. Since I&E is built into our master schedule, students aren’t pulled out of science or social studies class for intervention.

These I&E blocks are non-negotiable. They reflect our belief that all children deserve instruction tailored to their needs. Learning to read is that important because it unlocks every other type of learning.

Reading I&E instruction is deeply responsive. We group students based on data and regroup them every three weeks using curriculum-based and state assessments and benchmarks. Teachers, interventionists, and paraprofessionals sit together to review the data. We reflect, regroup, and make adjustments. Our weekly PLCs build on that work, helping us stay aligned, share strategies, and get better together.

In fifth grade, for instance, all students read novels, but their experience varies greatly depending on their needs. Enrichment for stronger readers includes book talks, character interviews, and story mapping. Intervention for others includes vocabulary, explicit decoding support, and structured scaffolds to boost comprehension.

No one is stuck in a label. Every student constantly learns and grows with the support or enrichment they need.

Since introducing Reading I&E, we’ve seen improvement in student outcomes. Our first group of students to experience this model made remarkable gains — moving from 5.4% below the state average on the third-grade assessment to 11.2% above the state average just two years later as fifth graders.

Looking at third-graders at the end of this school year, 100% showed growth and improved their correct-word-per-minute scores; 82% scored proficient in reading. We decreased the share of students flagged as “at risk” in reading skills by three percentage points, and we increased students who scored “advanced” by five percentage points.

Plus, fluency scores improved across all grade levels. More importantly, our students are transferring skills from instruction to real-world reading tasks. That’s the goal.

This journey hasn’t just changed how we teach — it’s changed how we think. Instead of saying what we used to do was wrong, we simply say, “We’ve found something that works even better.”

We’re still learning. Right now, we’re working to refine our common formative assessments so they align tightly with our instruction. In Grade 3, we’re also identifying students who’ve mastered foundational skills so we can transition them into more advanced reading work. It’s a good challenge to have: How do we best serve kids who are ready to stretch?

I’m sharing our story because our model is replicable, and it works. It engages educators and meets students exactly where they are — even if that changes over time. For us, having students who don’t learn how to read is simply not an option. You don’t need a magic curriculum or a huge grant. You just need to be willing to think differently.

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In today’s education landscape, where research-backed literacy practices are finally getting the attention they deserve, implementing a new reading curriculum isn’t just about picking the right program—it’s about choosing a model for lasting instructional change. As someone who’s worked with schools across the country, I’ve seen what makes these efforts succeed—and where they stall. Whether you’re a district leader exploring options or a teacher on the frontlines of a pilot, here’s what you need to know.

Defining the Pilot: It’s More Than a Trial Run

When schools say they’re “piloting” a program, that word can mean a dozen different things. For some, it’s a short hands-on preview—teachers flip through materials or test out mock lessons. For others, it’s a few weeks of classroom use. However, when it comes to foundational reading, particularly structured literacy, a short-term pilot often doesn’t cut it.

These programs are intentionally designed to build from simple to complex skills. Teaching just a snippet doesn’t allow educators to see the full arc, or the student gains that come from sustained use. That’s why I advocate for a phased implementation: a year-long pilot that allows teachers to progress through the full scope and sequence with students, supported by regular professional learning and coaching.

The benefits? Deeper understanding, better data, and perhaps most importantly, the emergence of teacher leaders who become champions for the program. In one district, I watched pilot teachers organically lead training sessions for their peers—offering insights, modeling lessons, and anchoring the transition with real-world experience.

Supporting Teachers Beyond Day One

One of the most common missteps I see? Loading all the training into a single day—or a marathon August PD week. It’s too much, too fast. Teachers walk away overwhelmed, and by the time they’re knee-deep in classroom reality, the details get hazy.

The solution is twofold:

• Ongoing coaching: When an expert can step into classrooms and provide real-time feedback, teachers refine their practice and build confidence.
  
• Accessible Support: Say goodbye to impersonal help desks. Teachers need quick answers from people who understand both the program and the context. That kind of human connection keeps them engaged and committed.
  

What Success Really Looks Like—And How to Measure It

Before launching any program, I ask districts a simple yet powerful question: What does success look like for you? The answers vary—some want easier integration, others want to build teacher confidence, or better differentiate instruction. However, having a clear vision upfront sets the tone for a meaningful evaluation later.

Yes, benchmark data and assessments matter. But so does qualitative feedback. Did the program support new teachers? Were students more engaged? Did it make data-driven instruction easier to implement? Capture those reflections—often they reveal the heart of a program’s impact.

Building Sustainable PD That Works

Professional development isn’t one-size-fits-all. The first session should focus on readiness, giving teachers what they need to teach a lesson the very next day. After that, it’s about bite-sized learning and just-in-time resources: a five-minute video here, a pacing tip there.

Even better? Involving district coaches and specialists in the process from day one. When they learn alongside teachers, they’re equipped to lead ongoing training and support long after the consultants leave. That’s how you build long-term sustainability.

Achieving Buy-In and Balancing Change

Buy-in doesn’t happen through mandates—it happens through experience. When teachers see results, feel supported, and have a say in the process, their commitment deepens. Empowering educators to be thoughtful consumers—to ask, Does this work for my students?—creates a culture of intentionality.

Of course, every new implementation raises questions about striking a balance between the new and the familiar. That’s okay. It’s not about discarding what’s old—it’s about refining practice in service of students.

Want to see what successful implementation looks like?
Watch Session 1 of The Implementation Blueprint—a free, on-demand webinar that breaks down what strong reading programs have in common and how to make change that sticks.

Staying Grounded in Student Needs

At the end of the day, every decision should pass one test: Does this meet the needs of the children in front of us? When that stays at the center, everything else—curriculum choice, PD design, implementation timelines—falls into place.
Implementing a reading curriculum is a journey, not a checkbox. But with thoughtful piloting, strategic support, and a shared vision for success, schools can make changes that truly stick—and transform literacy outcomes for all learners.

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