Dyslexia Help for Kids: Reading, Spelling & Handwriting — Boost Your Child's Skills & Confidence with Days with Dyslexia

Dyslexia Advocacy for Parents, Part 1: Gathering Data and Documenting ConcernsThe 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 Intro00:59 Why Advocacy Matters02:39 Schools and Policy Myths04:42 Start With Tiered Supports10:31 When an IEP Applies14:43 Document Everything in Writing21:35 Staying Calm and Being Heard24:53 Screeners and Reading Data29:00 Reading Levels and Skill Proof32:13 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 Setup00:25 Letters First vs Sounds First01:36 Sight Words Memorization02:47 Sounds First Mapping03:34 Classroom Comparison Study07:20 Why Smarter Errors Matter10:00 Progress Stories Evidence12:14 Choosing Support Options12:33 Programs Offered Overview14:56 VIP Advocacy Membership17:42 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 Overview00:57 Three Reading Approaches01:39 Sounds First Clarified03:33 Series Recap to Part Four04:35 Bouncy vs Stretchy Speech06:16 Letters First Pitfalls09:18 Sounds First While Writing10:38 Jay’s Spelling Test Story13:22 Study Smarter With Sounds15:08 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 Goal01:15 Three Reading Approaches02:43 Letters First Basics03:18 Why One Sound Fails05:41 Magic E Myth07:44 Sounds First Framework08:33 Multiple Spellings and Sight Words09:32 E Has Many Jobs11:52 Why Sounds First Wins12:51 Teaching Patterns by Sprinkling14:24 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 Setup01:54 What Syllables Are02:34 Research on Syllable Awareness03:16 Letters First Syllable Rules05:25 Why Letters First Breaks Down06:53 Sounds First Syllable Strategy08:54 Open vs Closed by Sound10:47 Why Sounds First Works Better12:38 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 Kickoff00:22 Why This Matters02:52 Avoid Wasting Time05:01 Structured Literacy Basics07:08 What Not To Use09:58 Letters vs Sounds12:08 Part One Scope Sequence13:18 Letters First Pitfalls18:19 Sounds First Logic22:11 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 SmithIn 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 SoundsIn 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 Podcast00:35 Understanding Letters and Sounds02:16 Practical Teaching Strategies04:44 Using Index Cards for Learning07:28 Letter and Sound Cards11:14 Inflected Endings and Meaning14:01 Clarifying Letters vs. Sounds16:18 Conclusion and Next Steps

The Importance of Teaching Sounds and Letter Names in DyslexiaIn 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 Podcast00:29 Understanding Letter Names vs. Sounds02:56 The Importance of Differentiating Letters and Sounds05:55 Current Trends in Teaching Reading and Spelling12:07 Research Supporting Letter Names23:36 Conclusion and Next Steps

Breaking Down the New 2025 Definition of Dyslexia: What Parents Need to KnowIn 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 Podcast00:29 New 2025 Definition of Dyslexia01:56 Reading the New Definition03:20 Breaking Down the Definition10:31 Understanding Dyslexia Causes17:47 Early Oral Language and Literacy20:47 Secondary Consequences of Dyslexia25:36 Psychological and Employment Impact26:55 Importance of Early Intervention29:38 Conclusion and ResourcesLink 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 Dyslexia00:37 Understanding Orton-Gillingham02:07 Speech to Print Instruction02:38 Simplifying Terms: Sounds First vs. Print First03:27 Advantages of Sounds First Approach04:07 Five Key Differences Between Approaches04:14 Scope and Sequence05:46 Teaching the Job of Each Letter07:09 Irregular Words Instruction09:01 Spelling Patterns and Syllable Division13:21 Writing and Sound Association14:50 Conclusion and Resources

Understanding and Fixing Letter Reversals in Children with Dyslexia and DysgraphiaIn this episode of 'Days with Dyslexia,' host Michelle Morgan, a speech-language pathologist and mother to a child with dyslexia, dysgraphia, and ADHD, delves into the issue of letter reversals in young learners. She explains when letter reversals are developmentally normal, why they happen, and how to address them effectively. Michelle discusses the 'Head-to-Handwriting' program, which utilizes a systematic approach to teach letter directionality and handwriting, incorporating executive function skills and sound-letter associations to reduce letter reversals and build strong literacy foundations.00:00 Introduction to Days with Dyslexia00:28 Understanding Letter Reversals01:14 Why Letter Reversals Happen03:42 When to Be Concerned About Letter Reversals05:02 Introducing the Head to Handwriting Program05:25 Teaching Directionality and Letter Formation07:36 Addressing Common Methods and Their Limitations08:54 Effective Techniques for Teaching Letter Formation11:39 Executive Function and Letter Writing17:26 Transitioning from Letters to Words19:31 Conclusion and Final ThoughtsWant to learn more about the Head-to-Hand Writing Program? Check it out here: https://dayswithdyslexia.com/head-to-hand-writing-program/

Two Small Changes for Helping Children with Dyslexia: Reading and Spelling StrategiesIn this episode of Days with Dyslexia, speech-language pathologist Michelle Morgan shares two simple, science-backed strategies parents can use at home to strengthen reading and spelling for children with dyslexia, dysgraphia, or ADHD. The first strategy focuses on teaching 'smooth and stretchy speech' to help children sound out words more naturally and ease the strain on their working memory. The second strategy involves saying the sounds of letters as children write them, building stronger connections between letters and sounds in the brain. Michelle emphasizes the importance of these techniques for developing strong literacy skills and provides practical guidance for parents on how to implement them at home.00:00 Introduction to Days with Dyslexia00:54 The Importance of Building Strong Connections01:53 Smooth and Stretchy Speech for Reading03:01 Addressing Common Reading Challenges08:14 Making Writing Easier with Sound Connections12:42 Practical Tips and Encouragement16:40 Conclusion and Next Steps

Welcome to the Days with Dyslexia podcast! I’m Michelle Morgan—speech-language pathologist, mom of three, and parent to a child with dyslexia, dysgraphia, and ADHD.When I first searched for help for my daughter, I quickly realized how few professionals truly understand dyslexia. That journey led me to dig deep into the research, train extensively, and eventually open a private practice serving kids with dyslexia and dysgraphia.But what drives me most is helping parents. I believe every family deserves access to practical tools and knowledge to support their child’s literacy journey.On this podcast, you’ll find: ✅ Practical strategies for building reading, spelling, and handwriting skills at home ✅ Advocacy insights so you can confidently navigate the school system ✅ Conversations on related challenges like ADHD and executive function ✅ Guest episodes with professionals and parents who share their expertise and experiencesEach week, I’ll bring you hope, help, and how-to tips so you can support your child with less frustration and more confidence.Hit subscribe so you never miss an episode—and join me as we dive into the world of dyslexia, one step at a time.