The Blog

In classrooms everywhere, teachers face a tough decision: when students struggle with a text, should we lower the Lexile level to “meet them where they are”? On the surface, it feels compassionate. But lowering the text too far risks keeping students from the very experiences that build reading strength. ✅ The challenge is not whether students can access grade-level texts. The challenge is how we help them get there.

Managing a reading block can be challenging. The key is balancing structure with flexibility to ensure effective instruction.

Most education professionals, regardless of whether they are on a year-round or a school-year contract, think of the summer as a time to rejuvenate and do all the things there wasn’t time for during the school year. For me, that means time to catch up on reading, personal and professional. It also means I have a little time to think about what I’m reading and explore some new things. I don’t want to get stuck in a rut and just keep reading the same author or type of book over

A proficient reader has thousands of words in their sight vocabulary. Words that we automatically recognize at a speed so fast we don’t even realize it is happening. Words that we can’t stop ourselves from reading. Words that are permanently stuck in our brains. How does this happen? How do words move from needing to be decoded, to permanent and instant recognition? It’s all about orthographic mapping.