Dear Parents:
Calling All Neurons!

I’ve been pondering the subject matter of this article for a good many days…every time I sit down to write, both my heart and my mind hurt…but keep reading… Here are the facts I have been reading/hearing about, and sights I am seeing confirming these facts: May is Mental Health Awareness Month I hate to resurrect the Covid pandemic, but nearly 250,000 children have lost a loved one or caretaker due to Covid, which was only several years ago…children continue to suffer from these losses. ‘Covid Babies’ born 2020-2021 were slower to develop oral language skills, who are now…

I have a lot to say about Liana Loewus’ recent article, “The Cost of Over-Teaching Phonics”, which appeared in Education Next this month. The article sparked a good deal of conversation amongst stakeholders in the literacy community on various forums including Substack, Facebook, and LinkedIn. I posted the article. It received no less than 90+ reactions and 120+ comments as of this writing (most on the FB page Science of Reading-What I Should Have Learned in College–I have been a Moderator for nearly 5 years now!). All reactions were a ‘thumbs up’. Many of the comments mirrored my thoughts….

Recap of Parts 1 and 2 You can read the full pieces I wrote in January and February, but here is a short recap: I define ‘Book Language’ and how it differs from ‘spoken language’. I provide evidence for the importance and value of ‘Book Language’ beginning in infancy as a precursor for literacy development. I examine examples of ‘Book Language’ from picture books, as well as beginning chapter books. It is vital to emphasize the importance of exposure to the language appearing in print. Especially true in the early elementary grades. I discuss ways in which parents can…

Prelude In January, I started writing about ‘Book Language’ and its importance in attaining school success. You can read this article here. To summarize, ‘Book Language’ differs from spoken language in significant ways. ‘Book Language’ is written using complete sentences including longer and more complex sentence structures. The vocabulary is far more descriptive and evokes more emotions. Greater usage of nouns and adjectives prevails rather than the pronoun usage and phrases apparent in spoken language. ‘Book Language’ covers a wider range of topics, both fiction and non-fiction. Alternatively, spoken language addresses common everyday tasks and vocabulary familiar to children….

Introduction: Authentic Text Is Full of ‘Book Language’ In my October blog, entitled, PART 2…Authentic ‘text’ Books for the Main Course/Dessert—IT’S TASTIER!, I write extensively on the importance of having student exposure to ‘authentic text’ as opposed to ‘decodable text’. In short, foundational reading students first need to spend time practicing the decoding skills they have been taught. This type of text is called ‘decodable text’. These foundational readers are then able to orthographically map the words they are reading so that they become recognized automatically without the need to ‘sound them out’. Once students are able to recognize…

Let’s Look Back! As we come to the close of 2025, I’ve been thinking about how much has unfolded — and how deeply thankful I am to be on this literacy journey with you.This year was full of learning, connection, and growth. Together, we explored the science behind reading and spelling, celebrated meaningful moments in classrooms and homes, and continued building a shared understanding of how the brain learns to read.Every conversation, message, and moment of reflection reminds me why this work matters — and why this community means so much. Highlights from 2025 Speaking, Presenting, and ConnectingFrom engaging…