Bad News About Dyslexia

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I wanted to respond to a disturbing phenomenon I’m noticing as more parents and schools are becoming aware of dyslexia, but not yet meeting kids’ needs. Parents are lost in the system, trying to figure out, “Can schools diagnose dyslexia?” and “How do I get an evaluation for dyslexia?”

In several instances, I’ve seen “online dyslexia tests” that claim to be able to identify dyslexia through a brief questionnaire and (surprise!) they know exactly what your child needs! 

Dyslexia, and other related conditions, cannot be diagnosed through an online quiz. There is no such thing as an “online dyslexia test” that gives a diagnosis. I feel silly writing those words but based on a product I encountered recently, it apparently needs to be said. 

What is dyslexia, anyway?

The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

See? That’s a lot. It’s not quick to diagnose “poor spelling and decoding abilities” or “a deficit in the phonological component of language,” even for a professional who is using appropriate tools. 

How NOT to diagnose dyslexia

So that’s why, when I was browsing Pinterest and I found an online dyslexia quiz, I was too curious not to take it. It was a series of maybe 20 multiple-choice questions that asked me to check one or more boxes for each item.

Without a real child in mind, I checked the boxes almost at random. If there was an option that seemed to correlate with a low probability of dyslexia, I chose that one. For some questions I chose none of these. I didn’t choose more than one symptom for any of the questions. I tried to describe a student who was as successful in reading and typically-developing as I could. 

Within seconds of putting in my email address, I had a PDF report in my inbox describing my fictional child as having “severe dyslexia.”

The report was full of typos as well as downright misleading and wrong information about dyslexia. I couldn’t even finish reading it because I was so angry but the end of the report offered something that so many parents are looking for when they turn to the internet for information about their child’s learning struggles. 

It offered hope. This hope, of course, comes at a price. Parents are invited to buy the program and spend just 15 minutes a day remediating their child’s dyslexia, at a cost of about $50 a month.

If you are a parent who has spent afternoons and evenings struggling over your child’s homework, miserable meetings with teachers about your child’s lack of progress, poor attitude, or declining behavior in the classroom, 15 minutes a day and a few hundred dollars seems a small price to pay if it will fix the problem, right?

do schools diagnose dyslexia?
Photo by Annie Spratt on Unsplash

I hate to be the one to be dashing those hopes but a program like that, while it might be good for a child in some general way, will not fix dyslexia.

But, like desperate people with all sorts of problems, parents turn to the internet for a quick fix and there it is. This was the first such program I had seen, although I know many providers have built successful practices for themselves based on interventions for dyslexia that have little or no research basis.

What it really takes to help a dyslexic reader

Getting help for a child with dyslexia is, unfortunately, more complicated. And takes more than 15 minutes a day. To address the symptoms of dyslexia in a systematic and effective way, first parents and teachers and providers need to come to an understanding of what dyslexia really is. Kids with reading difficulties need to be thoroughly evaluated by educational professionals like educational psychologists, speech pathologists and special educators before a diagnosis of a learning disability, including dyslexia, can be given.

After diagnosis, the recommended intervention for reading impairments including dyslexia is systematic, explicit, structured, multi-sensory teaching of reading and language. 

Unlike the quick fix promised in the free pdf report, this can be a long road. If they are older when the problem is identified, children may need weekly tutoring for several years to close the gap that has grown due to years of inadequate instruction. They may need supports like audiobooks, copies of teacher notes, or spellcheck throughout their educational careers. 

Remediating dyslexia is a long process and that isn’t as appealing a package to sell to parents. They have been dealing with the symptoms of this reading disability for years and once they finally have a name for it, it is frustrating to think that the journey has just begun.

I’ve listened to many parents describe their child’s process after dyslexia diagnosis and I’ve read the accounts of many more. Parents who are trying to help their children, especially at the beginning of a journey with dyslexia, are sometimes in an enormous amount of pain. They’re watching their children struggle. Many are being told by the school that the child does not qualify for an IEP or that the school does not offer the help the child needs. Some find that the school won’t “say dyslexia” at all and it feels like parents and their children are being dismissed or ignored. 

Many parents are telling each other to not trust the school with any decision-making and to immediately begin the stressful, often expensive, and sometimes contentious process of getting an outside evaluator to diagnose the child and getting an educational advocate or a lawyer to fight the school to give the child what he or she needs. 

That process is daunting for even a parent who is an expert in the school system, but it can be completely overwhelming for parents who feel they are out of their element. A quick fix that you can buy on the internet in the middle of the night must be extremely tempting.

And that’s why the existence of these products make me so angry.

Reputable sources of dyslexia information

Recent research has shown that even most teachers don’t have sufficient expertise to effectively support their students with dyslexia. This lack of awareness makes it hard for people to recognize a fake solution when they see one. And that can lead parents and children down a path that wastes precious time and money and doesn’t help them read and write better. A child with dyslexia needs systematic, multisensory, explicit instruction in reading, writing and spelling, such as Orton-Gillingham or related programs.

A child with dyslexia needs systematic, multisensory, explicit instruction in reading, writing and spelling, such as Orton-Gillingham or related programs. Click To Tweet

So please, if you are concerned that your child has dyslexia, get some good information from an expert. Some good places to start are:

If you’re not sure if your child has dyslexia, or if you’ve been given a more general diagnosis like a “specific learning disability in reading,” structured, explicit literacy instruction at school or with a tutor can still make an enormous difference in your child’s reading and spelling. I work with many students who don’t have a diagnosis, but because Orton-Gillingham is a prescriptive, diagnostic approach, I use informal assessments and observations from my lessons to plan the next steps, based on what the student needs most.

If this sounds like the approach your child needs, contact us today for a free consultation and see if online Orton-Gillingham tutoring is the right step for you.

Becoming an Orton-Gillingham Tutor

When I realized I wanted to get out of the special education position I was in, I had no idea where I would go. I had heard of Orton-Gillingham but I didn’t really know what it was.

I was still passionate about education and I felt committed to the students I was teaching. But I was exhausted. My program was substantially separate, meaning my middle school students were in my class for the majority of the day, and when they attended other classes, like social studies or gym, they were attending with the support of paraprofessionals. Coordinating all those people and schedules, never having an empty classroom, and supporting children in both academics and social-emotional needs was more than a full-time job and I felt like someone was always getting short-changed.

Although being in a public school classroom limited what I could do in some ways, I also found a lot of satisfaction working with a team and helping my students succeed in our school community. But I felt like I really didn’t know everything I needed to to help them grow. Then I had a couple of lucky experiences that led me to become an Orton-Gillingham tutor.

Frustrations and Opportunities

Teaching Reading

I got my undergrad degree in psychology, with an elementary teaching license, at a time when my university was just beginning to rebuild their special education department. My state (Massachusetts) had just rolled out its standardized tests for teachers (MTEL) and the entire school of education was trying to learn together what was expected of new teachers. 

My courses on reading were almost all from a balanced literacy perspective. We learned about how to foster a love of reading, how to incorporate diverse literature, and how to engage students with books and learning. But we had just a couple of short class sessions on basic reading skills – phonics, sounds in English, assessment. The message was that, while we had to learn that stuff for the test, it wasn’t really what teaching elementary school would be about.

My entire master’s program in special education included one single class on reading and math instruction, called “Literacy and Numeracy.” I finished that master’s, went into a classroom teaching students with autism, and didn’t really question why we were only using sight word instruction programs. I moved on to a new school where some students were getting a bit of phonics instruction, others were getting mostly sight words, and no one was talking about whether one was better than the other or why. I dug into the closets and pulled out some dusty old readers to use with my groups. But I was still piecing it all together.

Orton-Gillingham, Finally!

In 2014, a new administrator brought in an Orton-Gillingham trainer to train a cohort of teachers. Up until that point, many of the teachers of students with moderate special needs were trained in the Wilson curriculum, and students whose needs were different, or who needed more intensive reading instruction, were often being taught by tutors who contracted with the district. The administration decided to get some of their own teachers trained so they no longer had to outsource those services.

From the first class, my mind was blown! Here was all the stuff that I felt like I was missing. I had known just enough to know I didn’t know enough to taech reading effectively, and here was the missing piece. Or the many, many, missing pieces. 

I realized that not only had I not been taught to teach phonemic awareness, decoding or spelling, but I hadn’t even been taught these skills myself. When I was growing up, whole language was the main method of teaching reading. Anything I knew about the writing system of our language came from my English teacher mother or things I inferred on my own from lots and lots of reading.

After 6 months of classes, papers and reading, and 100 lessons written and taught with feedback from our trainer, I was certified at the teacher level to teach using the Orton-Gillingham approach. 

If you’re an educator who wants to learn more about becoming a tutor, check out my educator resources.

The Grass isn’t Always Greener…Until it is

With my new Orton-Gillingham qualifications, I applied for a different position in my building. I moved from teaching students with severe special needs (the designation in Massachusetts for the highest-need students) to students with moderate special needs, in a resource room setting. That meant they came to me for only certain subjects. I taught reading to some students, math to others, and a study hall-type tutorial to many of the middle schoolers. Better than before, but with a schedule of 30-45 minute groups throughout the day, nothing was as intensive as my students needed. 

I started to tutor privately on evenings and weekends. At first, I was reluctant to offer Orton-Gillingham tutoring online, but as I learned new tools, I was able to offer better reading instruction online and I realized that there is certainly a demand for OG services everywhere, and some places just do not have enough trained teachers. Eventually, among the many changes brought in 2020 by the coronavirus pandemic, I quit my teaching job and started to tutor full time. 

Aah, finally. Now, through Deep Roots Learning Solutions, Inc., I have the freedom to meet students’ learning needs flexibly. I’m not limited by “service delivery minutes” or district policy. I love working with families to decide what students need, and how often, and offer it to them. And I love watching my students learn and grow as readers, as writers, and as people as their reading catches up to their other skills. 

A Happy Ending…For Now

I’m so thankful to spend every work day teaching what I love. I am helping students learn to read and spell in a way that they will use every day for the rest of their lives. 

Sometimes I get itchy, though, thinking about the students I’m not reaching. I know there are a lot of students, like the ones I used to teach in school, whose teachers don’t have the skills and resources yet to teach them in a way that’s consistent with the Science of Reading. So, while I don’t know exactly what the future holds for me or for my company, my goal is to bring good reading instruction to more kids, especially kids in my community. 

If your child needs more help to become a skilled, confident reader and writer, contact us today for a consultation and free demo lesson!

What to look for in an online Orton-Gillingham Tutor

What to Look For and Where to Find Them

For many parents and students, the possibility of online tutoring has opened up a world of options. Students who did not have any professional private reading tutors in their small towns can now find online Orton-Gillingham tutors to teach them. There has been an explosion in tutors offering their services across the United States and all over the world. Overall, this is incredible positive for students struggling to read. But it does mean parents have more complex decisions to make.

What to look for in an Online Orton-Gillingham Tutor

Certified Orton-Gillingham Tutors vs. Trained Tutors

There are an almost unlimited number of trainings that educators and parents can take about reading and writing. The Orton-Gillingham approach to teaching reading is considered to be a “direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy.” Orton-Gillingham tutoring is one type of “multi-sensory language education.” It is recommended by the International Dyslexia Association for teaching students with dyslexia. It’s also beneficial for students who are struggling to read but may not be diagnosed with dyslexia.

When you are looking for an online Orton-Gillingham tutor for your child, make sure that you are comparing apples to apples. One important thing to check is whether the tutor is certified in Orton-Gillingham or trained. Certified indicates that the teacher has completed a supervised practicum. They have taught a certain number of lessons under the supervision of a trainer. This is valuable because it helps them become more efficient, effective, and responsive teachers. Several of these programs also offer exams that educators can take to prove their knowledge.

There are several main organizations that accredit teacher training programs and train and certify Orton-Gillingham providers.

  • IDA – The International Dyslexia Association accredits literacy programs for professionals. It also provides individual certification in Structured Literacy through the Center for Effective Reading Instruction. Professionals who meet the qualifications and pass the exam are listed in their directory as Classroom Teachers, Dyslexia Interventionists or Dyslexia Specialists.
  • IMSLEC – The International Multisensory Structured Language Education Council is a group that accredits programs and set standards for educators learning about Orton-Gillingham, but does not certify individuals. 
  • ALTA – Like, IDA, the Academic Language Therapy Association also offers a certification exam for teachers who have completed qualified programs. Educators can test to become either a Certified Academic Language Practitioner (CALP), or with further training, a Certified Academic Language Therapist.
  • AOGPE (OGA) – The Orton-Gillingham Academy, (formerly known as the Academy of Orton-Gillingham Practitioners and educators) is the third major organization for training and certifying educators in Orton-Gillingham. Like the other programs, a provider can be a Classroom Educator Level, an Associate or a Certified member, and each one signifies a different level of training and different supervised practicum requirements.
  • IMSE – The Institute for Multi-Sensory Education also offers Orton-Gillingham training and certification. This organization seems to be a popular first step for teachers learning about Orton-Gillingham for the first time, although they do also offer a supervised practicum.
  • Various programs and curricula – There are many reading programs that are based on the principles of Orton-Gillingham or structured literacy. These include some well-known programs like Wilson Reading and Barton and others that are less well-known. Like with the large OG organizations, teachers can be trained or certified in a particular curriculum and it’s important for you to know what that means. How long was their training? Did it cover students at all levels of learning, from beginning readers to students mastering upper level fluency and vocabulary?

Experience Online

Experience working online is another important piece of the puzzle when you’re looking for an online Orton-Gillingham tutor. Now that it’s become so common to tutor online, lots of tutors who prefer to work in-person are offering an online option, either temporarily during the pandemic or long-term now that they’ve discovered the benefits. 

But not all online tutors are created equal. Some have taken the opportunity to become online tutoring experts and some are offering it reluctantly because, although their students need it, they don’t feel comfortable. Tutors who don’t enjoy working online, frankly, aren’t as good. They might be distracted by technology challenges or limited in the tools they can use in lessons. So when you are interviewing an online Orton-Gillingham tutor, don’t just ask if they tutor online. Ask why they tutor online. Or ask what benefits they see of tutoring online.

If you need an online Orton-Gillingham tutor now, get in touch and schedule a free demo lesson today!

Experience with kids like yours

Everyone has a specialty, and online Orton-Gillingham tutors are no exception. Some are incredible at engaging young children and bringing fun and magic to the early stages of reading. Others have a way with older children who might feel embarrassed about working on basic skills with a tutor. Some have experience with children with different diagnoses or learning characteristics, such as learners with ADHD or autism. And of course, every student comes to tutoring with different strengths and needs, but the transition to tutoring can be easier when the tutor has some tools that have worked for kids like yours before.

If your child has particular needs, make sure you ask how the tutor might approach a student with that need. Even if they haven’t worked with a child just like yours, they should have some ideas to start with. If they sound clueless, you might not have found the right tutor!


Online Orton-Gillingham tutoring can open up a whole new world of reading and writing skills for children who are struggling, especially if there aren’t a lot of local services in your area. The good news is, you’re not limited to tutors in your town anymore. The bad news is tutors and their students are spread out all over the U.S. so it can be harder to get a good word-of-mouth recommendation. Know that you may have to speak with a few different tutors before you find one that is the right fit for your child but be patient! When you find the right tutor, the results are worth it!

Still have questions? Book a consult and free demo lesson today to see how online Orton-Gillingham tutoring works!

Online Orton-Gillingham Tutoring FAQ

Often, parents hear of Orton-Gillingham for the first time when their children are diagnosed with dyslexia. When I talk to parents about online Orton-Gillingham tutoring, they often have lots of questions about how OG works and what it will mean for their kids and for their family. Here are some of the questions I get frequently.

How long does online Orton-Gillingham tutoring take?

Like everything else, It depends. Some students have small gaps in their learning that hold them back. For example, some kids have attended schools without solid phonics instruction and they are missing key pieces of information, like knowing when a vowel makes a long sound when it makes a short sound. Those kids can work with a tutor twice a week for 3 or 6 months and see significant gains once they learn the particular skill they need.

Other students, including those with dyslexia, sometimes need one to three years of more intensive intervention, working with a tutor two or three days a week, to catch up to grade level.

Another factor is the age of the student, because the longer a student has struggled, the more time it takes to catch up. On the other hand, older students are sometimes able to learn more quickly because they “sort of know” lots of the things we teach and can also benefit from more deliberate learning strategies. 

How often do we need to meet?

At Deep Roots Learning Solutions, we offer Orton-Gillingham tutoring to students between two and four days per week. This is consistent with the recommendations of lots of dyslexia professionals, including The Orton-Gillingham Academy, which is one of the main organizations that oversees and sets standards for OG tutoring.

Can we meet less?

Meeting less than twice a week can make a student’s progress dramatically slower. In fact, meeting just once a week means progress takes more than twice as long because a week is long enough for students to need a lot of review between lessons. 

I won’t say we never meet with students once a week. Sometimes it’s the only option due to schedules or finances, particularly on a short-term basis. But in that case, it’s very important to include regular reading at home using the decodable text we recommend.

Can we have shorter meetings?

It truly does take an hour to teach a full OG lesson, for most students. This includes review, introducing a new concept for reading and for spelling, building phonemic awareness and reading plenty of words, sentences, and stories that support what we’ve practiced. It also includes fluency and comprehension components. 

For some students, especially younger ones or ones with challenges like autism or ADHD, sitting still for a full hour lesson is counterproductive. We always aim to work with families to create a tutoring plan that works for the student.

What technology should we have at home?

We run our online Orton-Gillingham tutoring sessions on Zoom. While just about any device can run Zoom, it’s preferable for the student to join the meeting from a Windows or Apple computer. A Chromebook runs Zoom but with fewer features. It’s important that the device has enough RAM to run Zoom without freezing or crashing. One thing that helps is freshly restarting the computer before a session.

A strong internet connection is also extremely important. 

Beyond that, it’s a matter of what makes the student most comfortable and productive. Many students prefer a mouse to the touchpad on the computer. Students who are younger and focusing on letter formation can also benefit from a touchscreen device, even if it’s an old phone or tablet used in addition to the main computer.

Headphones are helpful for reducing distractions and making sure the audio is clear. 

Can we do online tutoring on a Chromebook?

Tutoring on a Chromebook is not impossible, but it’s not ideal. Zoom does not enable Chromebook users to annotate on the screen or take control of the host’s mouse. This limits the ways we can ask a student to mark up what they are reading or play games. 

However, if a Chromebook is the device you have available, Google products (Docs and Jamboard, mainly) give students more options.

How old should my child be for online Orton-Gillingham tutoring?

I used to say, “no younger than third grade.” For a lot of students, an in-person connection is very important to their learning. However, in 2020, I started working with some younger students and now I say, “It depends.” Students younger than third grade often need a parent sitting nearby to help with technology – open links, troubleshoot the computer – and manage materials. 

Can you help with homework during tutoring?

For Orton-Gillingham tutoring students, our answer is usually no. Orton-Gillingham is a diagnostic, systematic, sequential, multi-sensory approach to reading instruction. It is counterproductive to work on school assignments that don’t fall within the range of skills we’re teaching. 

For example, if a child is working on learning the short vowel sounds in one-syllable words (cup, bond, crimp), it’s not productive for us to study spelling words that follow a bunch of other spelling patterns. Without knowing the patterns that are found in the spelling words, the student has to rely on just their memory to spell them right, and they don’t stick. So although you won’t see an immediate benefit of OG tutoring on spelling tests if your child is significantly below grade level, you can trust that we are building a strong foundation that, with time, will help them to develop those skills.

For students seeking support with reading comprehension and writing, we do work with school assignments when it aligns with what we are working on. 

Do you assign homework?

No, we don’t assign homework for our online Orton-Gillingham tutoring students. What we do is send the text the student read during the lesson so you can practice it at home during the week. We’re also happy to recommend text, many available for free online, for independent or family reading.                                  

What should we do at home to practice?

For practice in between Orton-Gillingham tutoring sessions, it’s important that students read text that lines up with what they’ve been practicing in class. We can recommend appropriate texts, many of which are available for free online.

Reading with or to your child is also a great way to support their growing vocabulary and share stories with them that they aren’t ready to read on their own.

The Florida Center for Reading Research also has many free, printable, games and activities that are great tools for practicing early reading skills.

Can you help my child read faster?

Yes, but it takes time. Programs that are specifically for reading fluency usually focus on repeated readings of the same text. Those can help some students, but often low reading fluency occurs when readers aren’t automatic with sounding out the words. And if they aren’t sounding out words automatically, that usually means that there are some phonics skills they haven’t mastered. Often, older students with weak reading and spelling skills are also missing some phonemic awareness skills. Phonemic awareness is the ability to break apart spoken words into their sounds, or to blend together individual spoken sounds. Most kids develop those skills in the early grades, but sometimes readers struggle because they have missed some of these skills. 

Building reading fluency effectively means going back and filling gaps in the underlying skills. At the beginning, this can seem slower, but once we build those fluency skills on a firm foundation, students can read anything with confidence!

Can you help my child spell better?

Yes! The same skills (letter-sound relationships, syllables, and prefixes and suffixes) that help students read better help them spell better, too. And our online Orton-Gillingham tutoring includes practice in both reading and spelling.

What’s my child’s reading level?

Well, it’s complicated. I wish I could give you a letter or a number that universally represents what your child can read and understand. That would be so much easier! But unfortunately, it’s not that simple. The main leveling systems used in schools for children and their books are Guided Reading Levels (letters A-Z) and the DRA system (numbers from 2 up to 70). When teachers assign these, they take into account reading accuracy, fluency and comprehension. For a lot of readers, this is a good approximation of what they can read. 

For readers who are struggling to decode words, these assessments are nearly meaningless. They tend to be predictable, patterned texts. At the early stages, they are things like “I see the bear. I see the elephant. I see the crocodile.” So really, they’re measuring how well students use the pictures to predict what the page says. Lots of my struggling students hit a wall in second grade (or maybe third) because until they’ve learned all six syllable types and the majority of vowel team sounds, they will frequently be stumped by words in texts at this level. Until they have gotten pretty far in the Orton-Gillingham sequence, it’s very difficult to sync up what they know with a “reading level.” So instead, I recommend decodable texts.

Still have questions?

If you’re still wondering if online Orton-Gillingham tutoring is what your child needs, contact us to find out more. We are always happy to schedule a no-cost, no-obligation trial lesson to see if tutoring with Deep Roots Learning Solutions is the right fit for your child!

What are Sight Words?

And Why do they Matter?

Hey parents! Welcome to the school year! Here’s your supply list and oh, here’s the list of 50 or 100 sight words your child needs to master this year. Please practice at home. And here you are wondering, “What are sight words?” 

Usually, when we talk about sight words, what we really mean are irregular words, words that cannot be sounded out with the rules that a child knows at this stage. Many reading programs – whether they are consistent with the Science of Reading or not – have sight word lists that students need to master.

Teachers may call these sight words, trick words, high frequency words, or irregular words. Usually, they’re referring to the same thing: a list of words like the, a, for, once, two, too, to and who, what, when, where, why, and how that are frequently found in stories for children but that do not follow the early rules we teach kids for recognizing words.

Ideally, these words should be taught thoughtfully and systematically as part of comprehensive classroom reading instruction. For some reason, though, they are often turned over to parents or volunteers and these adults are given very little direction except to help children learn the words. 

Some teachers send home a few words every week as part of their classroom instruction. Others send the whole list and just let you know when it needs to be learned. If teaching sight words is left up to you, what should you do?

What’s the best way to help kids learn sight words?

Even though we often focus on what makes these words “weird” or hard to read, at the end of the day they are just words, made up of sounds. In fact, very few words are totally irregular. Almost all words on a typical early grade sight word list have just one irregular sound. That makes it much easier to teach these words because you can use what a child already knows about letter and sounds and build on that.

Decide where to start

You may have gotten a long list of words that is supposed to last the entire year. Or you might have gotten a shorter selection of words for this week or this month. Either way, the first step is to assess what your child already knows. Looking at the whole list of words can be overwhelming for kids, so consider putting a few at a time on a whiteboard or on index cards. If you can, make a game out of it. You can put numbers on the words and roll dice for your child to choose which one to read next. For school, your child may be required to read and spell the target words, or read them only. Either way, writing the words will help build a stronger memory than reading them alone.

Some of these words may fit patterns your child already knows. For example, if your child can sound out the word cat, they can read the high frequency word can. If they don’t know it right away, remind them of the strategies they already have for sounding out words, like tapping sounds on their fingers. On the other hand, don’t worry if your child is sounding out words that the teacher says should be sight words. Being able to automatically read those words comes from multiple exposures, not from some kind of magic that leads children to recognize them as whole words.

A sight word is really any word that we can recognize without focusing on the sounds. For example grandma, grandpa, McDonald’s, and their own names maybe sight words for your children even if they are words they cannot yet sound out. They recognize those few words visually, maybe even before they can really read. The trouble comes when kids try to learn all the words they read visually. The

(Good) Practice Makes Perfect

Study the parts

Looking at the irregular sight word was and chanting “w-a-s, w-a-s, w-a-s,” maybe with multi-colored tracing or writing and rewriting, is a popular strategy for practicing sight words, but these flashcards and games are also mostly practicing the look of the word. 

Instead, focus on the sounds of the word and how each sound is spelled. 

Kids often spell was “wuz” because they hear the /w/ sound and spell it with a w, then hear the /u/ and /z/ sounds and spell those the same way they’d usually spell those sounds. To spell was correctly, they need to notice that the /u/ sound has an unusual spelling here, letter a. Same with the /z/ sound. It might help to remember that s can spell the /z/ sound in other words they might know, like is and has. By drawing their attention to the unusual spellings in the word, parents can help kids remember these irregular parts.

The really cool thing is that once kids start to think about words this way, they notice the irregular sounds in other words and start to teach themselves to “map” sight words this way. I noticed my 6-year-old started doing this with new sight words after about six months of me taking the lead in introducing tricky irregular words. 

So don’t worry, you probably won’t be helping your child learn sight words forever! Instead, you’re helping them build a set of tools that’s going to help them learn on their own.

Learn the history

Another tool that really helps when teaching sight words is remembering that we spoke English long before we started writing it. Spelling was invented as a way to write down that spoken language. The way we spell words doesn’t just reflect how they sound. It also reflects their history and where they come from (Anglo-Saxon, French, Latin, Greek – so many influences on English).

Sometimes a sight word doesn’t make sense because it’s an old spelling pattern (like in though and said) where the pronunciation has changed over time. Sometimes comparing an irregular word to another word you know can help you remember the spelling.

For example:

  • say  They say, “Hi!” (It’s happening now)
  • say + s = says She says, “Hi!” (It’s happening now)
  • say + ed = said She said, “Hi,” yesterday. (It happened in the past)

When kids write “said,” they often spell it “sed.” This makes sense because it’s what they hear. But if they think about this pattern and remember it’s a form of the word “say,” it’s easier to remember to spell it with an e. 

(Older students might also know that sometimes when a word ends in y, we change it to i when we add an ending, like happy and happier.)

Going through the words this way is slower. You might only practice one or two words at a time. But the good news is, once you teach a word this way today, it will be much quicker to review tomorrow.

What does sight word mean, anyway?

OK, now that we have the nuts and bolts of sight word study at home, you might still be left with the question, “What are sight words, really?”

Scientists used to think that readers recognized words automatically by knowing them as a visual whole. Now we know that the brain uses its language system to recognize and store printed words. Basically, mature readers see a word and convert it into sounds so fast that we’re not aware of it. That’s what lets us read words in all capital letters or different fonts.

Yet, the visual approach is what most teachers emphasize. Even in groups of highly trained teachers, I often see questions about how to explain the spelling of a word like “though” and a comment like, “that’s just a sight word.” It’s not just a sight word. Sight words are incredibly important because the more words a reader recognizes automatically, the more fluently she can read, and the more she can focus on understanding the story. 

When we tell a kid, “that’s just a sight word,” we’re shutting down the conversation and missing an opportunity for learning. If they know it, it becomes a sight word. And if they don’t, telling them “it’s a sight word” doesn’t help them. 

Can you tell I get a little fired up about this? 

Hopefully these tools for learning sight words will help your child become a more confident, knowledgeable reader and save you some time supervising homework!

If your child still needs some help with their reading and writing development, contact me for a free tutoring consult. We have openings for one-on-one tutoring and some small groups, too!

COVID Learning Loss: Is it Real?

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Are you as tired of talking about the 2020-21 school year as I am? COVID learning loss. The “COVID Slide.” Local fights about the best way to provide for children’s wellbeing. Worrying national news in the areas of health and learning. It’s a lot to process. 

For most of us, starting school in the fall (or sending our kids) and following that routine until summer has been automatic. Easy? Nope. But “normal,” just the way things are. 

But since March, 2020, when schools started closing due to the COVID-19 pandemic, nothing has been “normal.” My tutoring students, in grades 1-11, all over the US, have had schedules ranging from full remote to full in-person. They have adjusted to changes in schedule, transportation, and work expectations. And their teachers and families and school leaders have worked even harder behind the scenes to make it all happen. And with President Biden’s goal to open K-8 schools for in-person learning, more changes are happening every day.

What is COVID Learning Loss?

Compared to last year, many more young children in first and second grade are below benchmarks in reading. That makes sense because there have been so many barriers, especially for young students, to getting consistent instruction. Children in under-resourced schools in the US (disproportionately children of color) are more likely to have experienced these instructional gaps. Data from Amplify Education, which publishes the DIBELS assessment, reports that 40% of first graders in 2020 are below the target scores for reading, compared to 27% of students at the same time last year. Yikes!

Add to that the immense social-emotional challenges many students have experienced this year. Kids are often away from their friends, dealing with changes in their parents’ work, in childcare arrangements, and in every other aspect of their life. Teens, especially, are often feeling lonely, struggling to work independently, or missing connections with their teachers and classmates.

Taking stock of where we are now

With a couple of months left in the school year, depending on where in the U.S. students are, things are still in flux. Schools are doing what they can to get kids into the classroom. Most public schools are preparing for some kind of mandated testing before the end of the school year. In some ways, we are far from the end of the school year. In other ways, summer break is coming up fast! That doesn’t leave enough time to make up for the rest of the year.Next year, schools will have to deal with kids starting the year behind where they usually are. Am I worried that “all the kids are falling behind?” I am not. For a lot of kids, this year will be barely a blip on the radar because there is such a flurry of research and funding and programs to support students.

I am worried that certain vulnerable populations of learners have slipped through the cracks, though. I worry about the youngest learners. I worry about kids with identified and unidentified learning challenges. I worry about kids who missed out on language experiences, social support, small group interventions, and meals in the last year, because they couldn’t be inside school buildings. I worry about teenagers who have been asked to be independent and responsible when their frontal lobes weren’t developed enough. I worry about kids who made transitions from one school to another without a gentle, welcoming, handoff. There is certainly work to do!

What should we do for kids who struggled?

So, what can be done for kids with COVID learning loss? Lots of big players in education, from districts themselves to teachers’ unions, are proposing summer programs. These offerings from the schools would help make up for lost classroom hours during the summer. For some students, these programs will be the boost they need. District programs like these often miss a segment of kids who need them, though. Especially those that need parents to drop kids off, or pick them up in hte middle of the day. 

Other experts are promoting individualized tutoring programs, like those that have been shown to be effective for children with dyslexia. If we can summon the manpower, an individualized tutoring program could be incredible. Even one run by quickly trained non-teachers or college students can give students an academic boost. 

One idea I keep hearing that I hate is extending the school year. Some places are talking about extending the 2020-21 school year, and others are talking about bring kids back earlier in the fall. I hate it because I don’t know a single teacher who is not close to his or her limit right now. When I taught special education, I declined to teach summer school with my students because I knew I had nothing new to offer them by June. I don’t think even the threat of COVID learning loss is more important than time for teachers to regroup and recharge for another intense school year. I think teachers need a break this summer and I would rather see them have top quality professional development and let some other people teach the kids for a while. But then again, no one’s going to ask me!

How my family is handling it

The only thing that’s up to me, really, is the plan for my family. My daughter has been in daycare and that’s where she will stay this summer. She’s been there all year in a pretty small daycare center. They have done a terrific job with the changing guidelines and keeping kids feeling comfortable and happy and learning in a really weird year. And her learning amazes me at least once a week!

For my kindergartner, we’ve chosen day camp for a great deal of the summer. We are prioritizing time outside, socializing with peers, and the type of hands-on learning experiences that distance learning couldn’t offer. There are some first-grade skills he needs to practice, certainly. On rainy days, weekends, and quiet times at home, I have a running list of things I’ll offer him: books, math practice, and definitely some writing. We’ll probably continue the kindergarten’s daily journal writing routine as well as keep using Epic Books for a steady stream of interesting ebooks, including some great read-aloud and audio titles that support his fluency and keep him busy with something that’s not a tv show!

I know that as an educator, I’m in a unique position and I feel comfortable planning and organizing all this stuff myself. Not all parents will. That’s why I’m expanding my offerings to include some groups this summer. We’re focusing on keeping kids reading, building connections through discussion, and supporting middle school reading and writing skills through groups on vocabulary and paragraph composition. If that sounds like what your child needs, check out the details here.

What your child will bring home in the first weeks of school

The first couple of weeks of school is a blur of backpacks and new sneakers and lunchboxes or lunch codes and locker combinations and bus numbers and paper. So much paper. 

You’ll get in the groove, but until you do, here’s a list of things might come home in the first week or two of school that you need to find and respond to to make sure the year starts smoothly.

Requests from the school

These include anything that the school wants you to fill out and return. It might be:

  • Emergency forms/cards
  • Transportation information
  • Behavior contract/agreement (like an acknowledgement that you have seen and agree to the school or class rules)
  • School handbook (some schools ask you to sign that you have received and read it)
  • Conference schedule
  • Volunteer sign-ups/CORI forms
  • Information from the school
  • Calendar
  • Lunch menu
  • Teacher contact information/welcome letter
  • Supply list
  • Syllabus for each class (high school and maybe middle school)
  • Log-in information for you and/or your child
  • Schedules
  • Bus route information
  • Extra-curricular activity signups
  • Sports information
  • Registration for Boy Scouts or Girl Scouts
  • Club schedules
  • Information on extra help from teachers
  • PTA/PTO sign-up forms

Questions you might ask

  • How will I be notified of school announcements/emergency information? – Most schools now use a digital program that lets them robo-call families and/or send out texts and emails, depending on what parents request
  • When is Open House/Back to School Night?
  • When are conferences? How do I sign up?
  • Is there a directory of other families in the school so we can set up playdates and carpools?
  • What are the policies on snacks/allergies, birthday invitations, staying home sick/makeup work, absences, consequences/rewards for behavior, dress code?
  • What are the expectations for homework? How much? When? In what form?

Schools mostly have systems for getting the key information out to parents, so you probably won’t have to track down the answers to many of these. In fact, they should be in the school handbook or on the school or teacher’s website. But keeping your eyes open for this information as it comes in means you won’t miss deadlines and you can get your child’s school year off to a smooth start. Happy back to school!

Don’t forget to download a free binder checklist and shopping list to build a system to keep all those papers organized for your child!

How to set up your child’s paper planner for back-to-school success

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‘Tis the season for back to school! Backpacks are packed with sharpened pencils, outfits are coordinated, hair is trimmed. But has your child set up their paper planner or agenda book for a successful start to the year?

Unless your school doesn’t do homework, most students should start learning to use some kind of planner or agenda book in about third grade. Ideally, in third and fourth grade, teachers are telling kids exactly what to write and where.

By fifth grade and continuing through middle school, students should begin to take over the responsibility of identifying and writing down assignments. Setting up the planner ahead of time can be a huge time saver! Here are some things to think about at the beginning of the school year.

Pick the right planner

Your school might issue a planner. The one they pick may be a good fit for your child or it may not. Some obstacles to planner use are:

  • Boxes and lines are too small/close together
  • No place to write non-homework information
  • Gets left at school or lost
  • Hard to find the right page

Look for a planner that fits your child. If they have messy handwriting, you might want to invest in something from an office supply store that has more room to write on each day. This one and this one have plenty of lined space. 

For students who need a little more structure and support to develop their executive functioning skills, I really like the Work-Smart Academic Planner. It leads students through a process of setting goals, identifying challenges, and explicitly organizing their time to meet their goals. Of course, the kids who need this support most will need help working through the process.

Or find or create a template that works better and print out a few copies and stick them in a folder or binder. You can always tweak your customized planner pages when you see what works. Download my sample planner page at the bottom of the post to get you started.

The bonus in creating your own planner is you can pre-type weekly things like vocabulary quizzes, soccer practice, or other activities. 

This is also a great option for kids who lose things. Print a few pages at a time on the brightest paper you can find so it’s easy to find even if it’s between things. At worst, they lose a week’s worth of notes and start fresh tomorrow with a new blank sheet.

Set it Up

You could set up the paper planner week by week. That lets you add and change things as the year goes on, like when a sports season ends or the teacher changes the due date on a weekly assignment. But I will almost always forget. And I know a lot of kids who will forget, too. 

So my preferences it to set up a batch of planner pages at once. Sit down with the school calendar, sports schedule, family calendar, some colored pens or pencils and a big bowl of popcorn and get started! Look at the next 1 or 2 months of events and set up those pages. 

I prefer that students do this themselves, because it helps them internalize the information. But if handwriting is an issue, or your child won’t do it, give them another role, like reading you the items and telling you where to put them.

  1. Decide on a system. If you have color-coded notebooks (and I hope you do!) match your planner notes to those colors. If not, you might want to make after school appointments one color, days off from school another, and leave the homework assignments in whatever pen or pencil your child writes with in class.
  2. Write in any days off from school, after school practices, games, and appointments. You may want to add an extra visual cue, like using a yellow highlighter to label appointments that happen during school time, or adding stars around soccer games to help your child remember to pack his uniform. Some planners come with special stickers for different types of events. You can also get tiny stickers of your own to make things eye-catching. I like these tiny little ones.
  3. Use color to write or emphasize the name of each class that gives homework. If you used a planner that isn’t designed for students, you will have more work ahead of you. Divide the space for each day into blocks by drawing lines. Label each block with the name of a class. Write in colored pen or underline each class name in color. I am about to buy a new set of these pens. I keep them with me at all times when I’m working to color code my planner or notes.
  4. Use a binder clip or a flap of cardstock (a manila folder works) taped to the front cover as a bookmark, so your child can easily turn to this week’s page when writing assignments.

Send the Tools to School

Help your child decide what they will record in the planner. For example, some students are way too brief, and by the time they get home, they don’t remember what “worksheet” means in the math block. Other kids write way too much and run out of space or time to fit in all the information. 

This is where a system of writing notes on the papers themselves can come in handy. Then the planner just needs to say “math worksheet, 9/3” and all the information is there on the worksheet.

Send your child to school with the tools he needs: colored pens or pencils, planner, sticky notes for putting details about an assignment on the assignment itself. 

Revisit the System in a Few Months

Next time you sit down with your child to set up more planner pages, flip back through the last few months. What is working? Is the homework getting written down in a way that is helpful to him? Is he remembering all his assignments? Prepared for soccer practice? Getting good grades on tests?

If the answer to any of those is no, it’s time to revisit the system. If he is missing assignments, where’s the breakdown? Did he forget to write it down? Forget to check it? Do the wrong page number? If he’s not doing well on tests, is he writing down the test date and making a note to study on the days leading up to it, or just writing the test down once? 

Think of the planner as a living document. Setting up the planner for back to school is an important step, but not the only step. Help your child reflect on whether this system works for them and why or why not. They may need something digital, like Google Calendar, or something simpler, like a blank notebook where they write down all the assignments and cross them out when they are done. 

If your child is resisting this process and arguing with you about it, (hello there, middle school parents!!) you may find they have more success going over the system with another parent or caring adult in their life, or with a tutor. Kids sometimes resist help from their parents that they will accept from someone else. Unfair, I know, but true! 

Do you have a favorite paper-based planner? Do your kids embrace planners or avoid them? Comment below!

How to Choose a Device for Distance Learning

Big changes this fall

I thought it would be a while before I had to choose a device for distance learning. My two- and five-year-olds have access to a tablet that just about runs PBS Kids apps, and every once in a while I’ll let my son click through a book on my laptop. We hadn’t even thought about getting a kid-friendly device for a couple more years, hoping to limit the draw of screen time until the kids are a bit older.

That left me scrambling in April when my son’s pre-K class was having weekly Zoom meetings and he was taking a karate class online, too. We repurposed an old laptop. It’s too slow to run everything I need for tutoring, but works fine to just run Zoom. But it’s heavy and clunky and not at all kid-friendly. With remote schooling on the horizon for kindergarten this year, we, like many families, are finding it’s time to choose a device for distance learning for our son. 

What does distance learning require?

Tools and platforms for distance learning

Distance learning seems to be taking a few different forms, depending on the district and the age of students. So far, some schools have sent packets or prescribed practice on a website. That is likely to change as school districts find their groove for distance learning this fall. 

A good starting place for choosing a device is to ask the school district. Districts should be able to offer some guidance about whether the majority of students will be on Chromebooks, or if tablets or Windows or iOS laptops will be more common. If most students are using Chromebooks, a laptop would give good results because you can use the Chrome browser on any laptop for a very similar experience. If students are mostly using laptops, on the other hand, a Chromebook might limit what your child can access.

Some districts near me have provided hardware (usually Chromebooks) to families who need them, while other places have left families trying to choose a device for distance learning on their own. If you’re in the market for a kid-friendly device for distance learning, here are some things it will likely need to handle:

Video meetings

Many schools are using Google Meet for their video meeting platform. It’s designed to run well with Chromebooks and also has apps for Android and iOS. Zoom is another popular choice and it will run on just about anything, as well. The important thing is to make sure your student’s learning device has enough processing power and RAM to run a video meeting with a shared screen without lagging and freezing. Most new devices can handle this requirement, so if you’re shopping for something now, this should not be a tall order.

Another thing to consider for video meetings is your household internet speed. Even with a fast device, limited bandwidth on your network can be a barrier. Now is the time to:

  • Check your internet speed
  • Consider upgrading to a higher speed (a bigger number in Mbps, megabits per second) from your internet provider
  • Consider upgrading your wireless router, moving the router and the kids closer together in the house, or plugging in to the modem for a wired connection for video meetings
  • Manage usage on your home network, limiting streaming, downloads, and other demanding activities during video meetings.
  • Experiment with other things in the house that might interfere. Some people have wireless connection problems when the microwave or another appliance is turned on.

Web-based learning

Browsers and websites are getting more demanding, even as computers get more powerful, so there’s a constant arms race to make sure the hardware can keep up. Just about anything on the market today can handle web-based practice like Khan Academy or iReady, or videos on YouTube. 

Submitting work

Older students, especially, will be required to upload evidence of their learning.

  • Documents – Google Docs is the first choice of many school districts and it’s my recommendation for students, whether the district offers it or not. Google Docs (and its spreadsheet buddy Sheets and presentation pal Slides) runs in a browser on any computer or through iOS and Android apps.
  • Videos – These can be uploaded to a teacher-selected platform or sent via YouTube or Google Photos. Most devices on the market today will have a webcam, but doublecheck before buying a low-end laptop or Chromebook.
  • Images – A device with a camera (like a tablet or phone) can easily take a photo of written work, or use a free app like TinyScanner to scan the page using your device camera. You can get creative with a webcam to capture a still picture as well, using careful positioning of the work and the camera.

Laptop – more features, higher cost

One of the more expensive, but much more flexible, options you can choose as a device for distance learning is a laptop computer. Depending on your choices (and there are so many options) you can spend anywhere between $300 and $1000 on an adequate laptop. If you can make the investment, and your kids are of an age where they can take care of a laptop for 5 years or more, consider stepping up to a laptop with more RAM and a faster processor to have a device that can handle new software as it arrives. 


The MacBook is a more expensive laptop for distance learning than comparable Windows machines. There’s nothing a student needs a Mac for, but if your family has mostly Apple devices and you want to keep things consistent, one nice option is this refurbished 13” MacBook Pro. It’s less expensive than a new Mac, but powerful enough to handle distance learning. 


There is a dizzying assortment of laptops on the market that run Windows. Some have long-standing brand recognition (HP, Dell, Samsung) and tend to be more expensive. I have had a long string of laptops from Acer and Asus, two less expensive brands, and have had great experiences. One nice option for a Windows laptop for distance learning is this Acer. With a dual core processor and 4 GB of RAM, it would be a great option for productivity and video streaming for a student.

One of the great things about laptops is they arrive ready to use right out of the box. Plug them in and turn them on. However, when you’re planning on lots of computer time for distance-learning, it pays to invest in some of the accessories that will make your child more comfortable and efficient.


Having the right accessories can make your child’s distance learning experience less frustrating and more productive.

  • A power strip – This option with USB ports will leave room for a few of the family’s devices, including USB ports to charge things like Bluetooth headphones, tablets and phones.
  • USB hub – One frustrating difference among devices is the number of USB ports. Right now, I have a wireless mouse, headphone charger, and drawing tablet all plugged into mine and there is no room left! A USB hub gives you more flexible options for plugging in peripherals.
  • Headphones – Especially in a household with multiple family members working and learning at home, headphones can go a long way towards keeping the peace. I have these wireless Bluetooth headphones from MPOW and I love them for tutoring online. For a child, these MPOW wired headphones have the excellent feature of limiting volume to safe levels. Another fine option is any “gaming” headset. These are designed for hours of comfortable wear by video gamers and include a microphone for talking to other players.  
  • Wireless mouse – Amazon Basics makes this simple, inexpensive one. A USB dongle stays stored in the mouse when you aren’t using it, but they are so small that I usually just leave it plugged into my computer.
Looking for distance-learning support? Contact me for a consultation to discuss how 1:1 or small-group tutoring can help your child succeed this year!

Chromebook – affordable, simple, fewer features

Chromebooks are popular in schools because they are simple to use (no software to install or troubleshoot) and inexpensive. However, they also have a reputation for being slow and clunky. They could be a great choice to get you through this year of distance learning, and then become the family’s homework computer or backup device. 

Some of the newer ones are finding an audience with people who want a lightweight, simple device for travel or working on the road. Their biggest weakness is that they require an internet connection to get many things done, but so do many of the distance learning lessons schools are offering, so that may be a moot point. You can, however, write in a Google document (or spreadsheet or slide presentation) offline and sync to your Google Drive account when you reconnect. This can be a great option for procrastinators, like those of us who need to use airplane mode to write a blog post, for example…

Here are some Chromebooks that would get the job done, and a few other things to think about:

  • Samsung Chromebook Plus – This 2-in-1 Chromebook flips all the way open to double as a tablet. More expensive than some of the basic laptops but having a touchscreen might be worth it for younger learners who aren’t as deft with the mouse or touchpad.  You could also try out a renewed (open box or refurbished) one from Amazon for quite a bit less
  • Asus Chromebook C523 – This Chromebook from Asus has a 15.6” screen, which is the size I prefer for tutoring, blogging, and heavy-duty writing. It’s plenty big enough for what your kids need for school. This one lacks a touchscreen, which brings the price down.

So what’s the downside of Chromebooks?

Chromebooks sometimes get a bad rap, and they’re not my favorite device for online tutoring. Students using one can’t take remote control of my mouse during a Zoom meeting, which means I have to use some workarounds to make lessons interactive for them.

Older Chromebooks are also known for freezing in Zoom sessions, and for video and audio lag. I think the problem is less the Chrome operating system and more that older Chromebooks were built to be cheap, so they are underpowered.

The big downfall of Chromebooks is they are not as flexible or fully-featured as Windows or Apple computers. They are designed to run web-based applications, anything that can be used in the Chrome browser. Like all computers, newer Chromebooks have more RAM and better processors than older computers. That means they can handle more processes at a time and hold more information at the ready.

So while older Chromebooks can slow down and freeze up when doing demanding work like a video conference with screen sharing, newer Chromebooks can handle that load better. 

Tablets – portable but less flexible

A tablet can be better if you need to choose a device for distance learning for a younger learner. The touchscreen is often more intuitive than a keyboard. Some web-based games and apps may not work as well on tablets, but on the other hand, the world of apps opens up so many possibilities. A tablet would not be my first choice for distance learning for an older student (third grade and up). But it may work if you need to choose a device for distance learning for a child in the primary grades.


The available apps in the Apple App store make the iPad an easier, more flexible choice among the tablets available. Those features come at a price. But with a case and keyboard, the iPad can be a great tool for academic work, including distance learning. Features are a bit more limited for video conferencing on an iPad. For example, if a teacher shares lesson material in Zoom, a student using an iPad can’t see the teacher’s video and the shared screen at the same time. On a newer iPad, students are able to accept remote control of the host’s screen to click and drag objects, but it can be a little finicky.


Android tablets are getting better, with more apps available every day in the Google Play app store. For distance learning, they are adequate for video conferencing, using Zoom or Google Meet. In Zoom, they can annotate on the screen but not take full control of the host’s mouse. They work better as a secondary device in a Zoom meeting. You can use a tablet as a document camera or for viewing the video meeting only while students work on paper or another device. This tablet from Samsung is a great choice if you decide to go the tablet route.

Kindle Fire – A Kindle Fire tablet only runs apps from the Amazon app store, so it’s more limited than Android or Apple tablets. However, a Fire can be a great, lower-priced option for reading, web browsing, games and media. It is not a great choice for distance learning because of the limited choice of apps. 

There’s no one right answer

When it’s time to choose a device for distance learning, there’s not a one-size-fits-all approach. Older students, in middle school or high school, are more likely to need specialized software downloaded onto a Mac or Windows laptop. Younger students might be overwhelmed by all the options on a laptop and find the simpler, less fully-featured, Chromebook an easier tool. The youngest students may find the keyboard difficult and they might be more successful with a tablet, but that’s a tool that won’t necessarily grow with them as school expectations increase. Ultimately, you know your child best, but I hope this guide will give you some options to consider!

Confused? Overwhelmed? Dreading the not-back-to-school return to school? I’m continuing to offer online tutoring, as I have for three years now, and have several new daytime openings to meet the needs of families with kids at home during the day. Contact me today to find out more about how I can help with reading and writing skills.

Our New Year’s Resolution

I’ve been thinking about goal-setting for 2020. In past years, I’ve dashed off some quick resolutions that look like anyone else’s. By February, I can’t even remember what they are!

This year, I’m trying to be more thoughtful and purposeful about my resolutions. And one of my most important resolutions is to share what I know with students and parents.

I hear frustrations and questions from parents every week about teens who are disorganized, missing assignments and failing classes. I work with tutoring students myself who are trying to keep all the important information for their classes in their heads, or who are drastically underestimating how much time they need to do their assignments. So often, these kids need, and don’t have, a system that works for keeping track of information.

So my first order of business this year is an email course. Over a series of 7 lessons, I’ll be sharing my process for teaching your teens to choose and use a planner to get organized and stay organized for school.

Want in? Join below to get the free email course, “Academic Planners for Success.” Get started with my free, printable, planner page.