by Karina Richland | Apr 27, 2026 | A PRIDE Post, Articles & Resources, Language & Reading
Nothing stalls a creative writing session faster than uncertainty. For a young writer, the fear of choosing the wrong word—like “ate” instead of “eight”—can be enough to make them put their pencil down. This is especially true for students who learn differently, as...
by Karina Richland | Apr 22, 2026 | A PRIDE Post, Language & Reading
You noticed a student in your classroom who is falling behind in reading. The whole-class instruction that works for most of your students is not enough for this child. You want to help, but you are not sure what the next step looks like. This is exactly the situation...
by Karina Richland | Apr 20, 2026 | A PRIDE Post, Dyslexia, Language & Reading, Learning Differences
Key Takeaways Instructional Accuracy: Avoid whole-word guessing strategies and give students direct decoding practice. Foundational Skills: Teach phonemic awareness and phonics together in a clear, explicit way. Text Choice: Use controlled decodable text so students...
by Karina Richland | Apr 16, 2026 | A PRIDE Post, Dyslexia
Finding the right homeschool reading program for a child with dyslexia can feel like trying to find a needle in a haystack, while the haystack is on fire. You want something that works, something that doesn’t require a master’s degree to teach, and...
by Karina Richland | Apr 14, 2026 | A PRIDE Post, Dyslexia
As a school leader, you know that the “wait to fail” model is a thing of the past. Today, the focus is on proactive identification and immediate support. When we talk about screening for dyslexia and tiered interventions, we aren’t just talking about...
by Karina Richland | Apr 13, 2026 | A PRIDE Post, Apraxia of Speech, Multisensory
Teaching a child to read is a journey of connecting sounds to symbols. For most children, this happens relatively naturally with the right instruction. But for students with Childhood Apraxia of Speech (CAS), the bridge between the brain’s intent to say a word and the...
