Kids who have reading difficulties need structured instruction which is explicit, systematic, diagnostic, and prescriptive .

​

Both speech-to-print and print-to-speech approaches aim to develop strong readers.

 

However, speech-to-print instruction aligns with the natural way children acquire language, making speech-to-print more intuitive and accessible.

​​

Since spoken language develops naturally, a speech-to-print approach builds on this foundation to develop accurate and automatic reading and writing. This approach emphasizes:

​

• recognizing that all words are made up of spoken sounds

• representing spoken sounds with letters or letter combinations

• teaching high-frequency words like all others — explicitly by sound

• breaking multi-syllable words based on natural pronunciation

• integrating reading, writing, vocabulary, fluency, and handwriting within targeted activities

• reducing cognitive load by applying flexible patterns in word sorts, eliminating the need for rule memorization 

• providing access to any text with support, rather than limiting reading to pre-taught words and phonics rules

• eliminating mastery of a skill before introducing new ones​​​​​

 

In contrast, many of the commonly used intervention programs follow a print-to-speech approach, which have the following characteristics:

​

• translating letters into speech sounds and blending them to form words

• restricting reading to words that use only the letters and rules already taught

• memorizing high-frequency (sight) words and spelling rules

• learning syllable types to analyze and decode unfamiliar words

• mastering one skill before introducing a new one

• teaching reading, writing, and vocabulary as separate skills

​

​

I believe every child CAN learn to read — with the right approach. For students with reading challenges like dyslexia, intervention must be both effective and efficient, minimizing brain overload while accelerating progress.

 

My approach does exactly that.