There are often early signs that pre-reading skills need strengthening. You can see it before the data ever confirms it.

A Kindergarten student hesitates during rhyming games. Another struggles to remember a two-step direction. A bright, talkative child freezes when asked to identify beginning sounds.  These are all signs that pre-reading skills need strengthening and that thoughtful early literacy intervention may be necessary long before formal reading failure appears.

As a primary resource teacher, you may be supporting students who appear susceptible to reading delay, yet you were never explicitly taught how to assess or teach foundational reading readiness skills intentionally.

You’re not alone. And the good news is—there is a clear, research-informed path forward.

Pre-Reading Skills Doesn’t Begin with Letters — It Begins with Perception

One of the most common misconceptions in early literacy instruction is that reading readiness begins with phonics alone.

Research and decades of clinical observation show that reading is built on perceptual development—the brain’s ability to organize, interpret, and remember what it sees and hears. Without these foundations, even strong phonics instruction can miss the mark.

Before a child can successfully learn to read, they need well-developed pre-reading skills, including:

• Auditory discrimination (hearing differences in sounds)
• Visual discrimination (noticing small differences in letters and shapes)
• Directionality (left–right awareness, sequencing, order)
• Memory (holding and recalling information)
• Motor planning and coordination

Dr. Rosa Hagin, one of the pioneers behind the SEARCH & TEACH© approach, captured this reality with a deceptively simple reminder:

“A five-year-old is a five-year-old is a five-year-old.”

This statement underscores a critical principle in early literacy instruction: instruction must respect a child’s level of perceptual development, not simply chronological age or curriculum pacing.

For example, a Kindergarten student receiving Tier 1 or Tier 2 support may struggle with rhyming, sound sequencing, or left–right directionality even while letter instruction is underway. In these cases, targeted Tier 1 or Tier 2 intervention that strengthens auditory and visual perceptual skills—through brief, intentional one-on-one or small-group activities—provides the foundation the child needs to access formal reading instruction with greater confidence and success.

Why “Wait and See” Can Be Risky in Early Literacy

Well-intentioned advice like “Let’s give it time” can unintentionally delay support until children experience repeated academic frustration.

As reading researcher G. Reid Lyon warned educators years ago: don’t delay.

Early literacy intervention is not about labeling children. It is about preventing academic and emotional consequences by strengthening foundational skills before reading instruction becomes overwhelming.

What Pre-Reading Skills Intervention Can Look Like in a School Setting

Here’s the encouraging part: effective pre-reading instruction does not need to be complicated or time-consuming.

Young children learn best through doing, moving, talking, and playing—not through worksheets or passive seatwork. That’s why perceptual activities are so powerful in primary classrooms and resource settings.

Simple, High-Impact Pre-Reading Skills Activities for Tier 1 and Tier 2 Support

The 30 Days of Pre-Reading Perceptual Activities guide offers low-prep, developmentally appropriate activities that fit naturally into resource time, classroom centres, or Tier 2 small-group intervention.

Examples include:

• Playing rhyming and sound-matching games
• Repeating short sequences of numbers or letters
• Sorting objects by size, shape, or colour
• Using movement games like Simon Says to reinforce left/right awareness
• Describing objects using precise oral language
• Practicing auditory memory through short sentences and directions

These activities may look simple, but they are strategic, intentional, and aligned with how the brain develops reading readiness.

Assessment Before Intervention: Why Guessing Isn’t Enough

One of the greatest challenges for resource teachers is deciding which pre-reading skills to target.

That’s where structured screening becomes invaluable.

SEARCH® is a brief, one-on-one screening tool designed for children ages 63–80 months. It identifies strengths and vulnerabilities in skills foundational to reading—without measuring IQ or academic achievement.

Used preventatively, SEARCH helps educators:

• Screen entire classes efficiently
• Identify children at risk before reading failure occurs
• Plan targeted Tier 1 and Tier 2 interventions instead of broad guesswork

From there, TEACH® provides a structured set of perceptual tasks to address identified needs systematically and developmentally.

Bridging the Gap Between Curriculum and Child Development

Many early literacy curricula emphasize outcomes—letters, sounds, and reading behaviours—without addressing whether a child’s brain is ready for that instruction.

That’s the disconnect.

Pre-reading intervention bridges this gap by honouring:

• Developmental readiness
• Neurological foundations
• The way young children naturally learn

When these foundations are strengthened, reading instruction becomes more effective, more efficient, and far less frustrating for both students and teachers.

Encouragement for Primary Resource Teachers

If you’ve ever thought:

• “I know something is missing, but I don’t know what.”
• “These students aren’t responding to typical literacy interventions.”
• “I wasn’t trained in early perceptual development.”

Please hear this clearly: you are not failing your students—you are noticing what matters.

With the right tools, training, and understanding, primary resource teachers play a critical role in preventing reading failure before it begins.

For a deeper look at how perceptual development supports early reading readiness, you may also find this related article helpful: How to Help Your Child Become a Reader: The Power of Perceptual Development.

While written for parents, it clearly explains why sensory and perceptual skills are foundational to reading success—insights that translate directly into effective classroom and Tier 1–2 interventions.

An ounce of prevention really is worth a pound of cure.

“I don’t know what to write.” If you’re an educator or a parent of a struggling writer, you’ve likely heard this phrase more than once. For many students, especially those with learning differences or attention challenges, the blank page can be intimidating. The struggle isn’t always about spelling or grammar—it starts well before that. The real barrier is knowing how to begin. That’s where pre-writing strategies for struggling writers make all the difference.

Pre-writing is the planning stage of the writing process. It gives students the structure and support they need to move from scattered thoughts to organized, coherent writing. For reluctant and struggling writers, pre-writing can be the difference between shutdown and success.

Why Pre-Writing Matters for Reluctant Writers

When students skip the pre-writing stage, they often struggle to generate ideas, organize them clearly, or build logical connections between sentences. They may write a few lines and give up, feeling defeated. Pre-writing strategies for students give them a roadmap. They help reduce cognitive load, ease anxiety, and build writing stamina by breaking the process into smaller, more manageable steps.

Use Graphic Organizers to Structure Ideas

Graphic organizers are visual tools that help students map out their thoughts. From brainstorming to structuring full paragraphs, these templates make abstract thinking visible. One excellent collection of tools comes from Reading Rockets, which offers free, downloadable organizers tailored to different writing tasks.

Using graphic organizers gives students a clear plan before they start writing, making the drafting process far less overwhelming. For example:

• Hamburger Paragraph – Helps young writers build strong paragraphs with a topic sentence, supporting details, and a conclusion.
• Sequence Chart – Organizes narratives or processes step-by-step, supporting clarity in storytelling and procedural writing.
• Persuasion Map – Guides students in forming arguments and supporting evidence for opinion or persuasive writing.
• Pro-Con T-Chart – Helps students evaluate both sides of a topic before writing a balanced opinion or argumentative piece.
• Venn Diagram – A classic tool for comparing and contrasting ideas, useful for both reading response and content-area writing.

These tools give students structure, help clarify their ideas, and support executive functioning skills like planning and organization. Graphic organizers for student writing are easy to use and can be adapted for various grade levels.

Try the Sticky Note Strategy

For students who feel boxed in by traditional organizers, the sticky note method offers a more flexible approach. Here’s how it works:

• Give students several sticky notes and ask them to write one idea per note.
• Once they’ve written a few, have them sort the notes into categories or a logical order.
• Rearranging the notes can help them visualize the flow of their writing.

This approach encourages creativity and gives students a sense of control over their ideas. It’s especially helpful for students who struggle with sequencing or writing organization.

Start with Verbal Brainstorming

Before putting pencil to paper, some students benefit from talking through their ideas. Verbal brainstorming allows them to process their thoughts aloud, often with the help of a guiding adult or peer. Try asking open-ended questions:

• What do you want the reader to know?
• Can you tell me the beginning, middle, and end of your story?
• What do you already know about this topic?

Recording these conversations or jotting down key points can help students make the transition from spoken to written language more easily. This oral rehearsal is an essential pre-writing technique for reluctant writers.

Practical and Powerful

Pre-writing isn’t just a warm-up. It’s a powerful writing intervention tool that builds confidence and supports executive function skills like planning, organizing, and initiating tasks. For students who have been stuck in a pattern of writing avoidance, pre-writing provides a fresh start and a clear path forward.

If you’ve ever answered the same question multiple times during independent work—or watched a capable student rush through an assignment and miss obvious errors—you’re not imagining things.

Most students don’t struggle because they can’t do the work. They struggle because they haven’t yet developed a key executive function skill: self-monitoring.

The Problem Teachers See Every Day

In busy school and home classrooms, many students:

• rely on adults before checking their own work
• lose focus without realizing it
• feel overwhelmed but can’t name why

This leaves teachers stretched thin—redirecting, re-explaining, and stepping in when students actually need support learning how to think, not what to do.

What the Research Tells Us About Self-Monitoring

Self-monitoring is widely recognized as a foundational executive function skill. Experts Peg Dawson and Richard Guare, authors of Smart but Scattered Kids, consistently emphasize that students who struggle academically often know the material—but lack the executive skills needed to manage their learning.

In other words, these students are smart, but their executive functioning hasn’t caught up yet.

The encouraging takeaway? Executive function skills can be taught.

The Plan: Teach Students to Pause, Check, and Adjust

Effective executive function instruction doesn’t require adding a new program or overhauling your classroom routines. Instead, it focuses on making internal thinking visible and repeatable.

When teachers intentionally prompt students to pause and reflect before asking for help, students begin to:

• notice when they’re off task
• recognize errors independently
• regulate emotions during challenging work

Over time, this reduces reliance on adults and builds confidence.

What Success Looks Like for Teachers and Students

Teachers who embed self-monitoring strategies often report:

• fewer interruptions during independent work
• improved task completion and accuracy
• students who can explain what they tried before seeking help
• stronger engagement from students with ADHD or learning differences

These gains don’t happen overnight—but they compound with consistent practice.

Want to Go Deeper?

If you’re looking to better understand how executive functions like planning, working memory, and self-monitoring work together, you may find this article helpful:
Empowering Students with Executive Functions: Practical Insights for Educators

Phonological Awareness: Why Smart Kids Can Struggle to Read

Simon is one of the smartest kids I know.

He’s bright and curious, constantly asking thoughtful questions about how things work and why the world is the way it is. Conversations with Simon are never shallow—his mind is always active, always wondering.

And yet, three years ago, when Simon began educational therapy, he couldn’t read.

Not just “reading below grade level,” but struggling to read in a way that matched his intelligence and curiosity. Sounding out words was slow and exhausting. Reading felt frustrating instead of fulfilling.

This disconnect—between intelligence and reading ability—is something parents and educators see often. And more often than not, the missing link is phonological awareness.

When Intelligence and Reading Don’t Line Up

We tend to assume that bright children will naturally learn to read with enough exposure and practice. When that doesn’t happen, it can leave adults confused and children discouraged.

Simon loved stories. He had strong language skills. What he lacked wasn’t motivation—it was the foundational phonological awareness skills his brain needed to make sense of print.

Reading difficulties are rarely about intelligence.

They are often about how efficiently the brain processes the sounds of language—phonological awareness.

Reading Begins with Sound, Not Sight

Although reading looks like a visual task, it begins with sound.

Before a child can read fluently, they must be able to:

• hear individual sounds in spoken words,
• hold those sounds in memory,
• blend sounds together in the correct order, and
• connect sounds to letters and meaning.

These abilities fall under phonological awareness, a critical foundation for reading and spelling.

When phonological awareness is weak, students often compensate by guessing, memorizing words, or relying on pictures. These strategies may work briefly, but as texts become more complex, reading breaks down.

Phonological Awareness: The Hidden Skill Beneath the Struggle

Phonological awareness is the ability to hear, identify, and manipulate the sounds in spoken language—without print.

Students with weak phonological awareness may:

• struggle to break words into individual sounds (phonemes)
• have difficulty blending sounds to read words
• misread similar-sounding words
• read slowly and with great effort

Without strong phonological awareness, phonics instruction lacks a solid foundation. Decoding becomes inefficient, and reading feels overwhelming rather than automatic.

For Simon, reading didn’t improve until instruction directly strengthened his phonological awareness.

Why More Reading Practice Isn’t Enough

When a child struggles to read, the instinct is often more practice: more books, more repetition, more encouragement.

But without addressing phonological awareness, more practice can increase frustration instead of progress.

What struggling readers need is explicit, structured instruction that builds phonological awareness step by step—through intentional sequencing, multisensory learning, and repetition.

This is a core focus of the Rx for Reading approach, which targets the underlying skills that reading depends on, rather than asking students to compensate.

What Changed for Simon

Today, Simon is still the same bright, curious child.

The difference? He can now read fluently.

By strengthening his phonological awareness, reading became accessible. Words began to make sense. Reading shifted from a barrier to a gateway for learning.

Simon didn’t become smart because he learned to read.
He learned to read because instruction finally matched how his brain needed to learn.

From Struggling Reader to Confident Reader

When phonological awareness is strengthened:

• guessing decreases
• decoding becomes accurate
• fluency improves
• confidence grows

The difference between a struggling reader and a thriving reader is not intelligence—it’s instruction.

Want to Know If Phonological Awareness Is the Issue?

If you’re wondering whether a student is relying on guessing instead of true decoding, we’ve created a practical phonological awareness screening tool to help.

👉 Download the free Quick Reading Screening Tool: Guessing or Decoding? 
It includes a quick observation checklist and an educator interpretation guide to help clarify next steps.

If you’d like to learn how to strengthen phonological awareness using a structured, research-based approach, explore upcoming Rx for Reading workshops at:

👉 NILDCanada.org/Events

When we strengthen the foundation, everything built on it becomes stronger.

When it comes to learning math, success doesn’t start with memorizing formulas or drilling times tables—it begins with number sense.

Number sense is the foundation upon which all mathematical understanding is built. It’s the intuitive feel for how numbers work: knowing that 8 is close to 10, that 4 + 4 is the same as 2 + 6, or that doubling one number and halving another keeps a product the same. It’s the ability to think flexibly, estimate reasonably, and see relationships among numbers.

Unfortunately, for many students, number sense doesn’t come naturally—and when this critical foundation is shaky, math quickly becomes confusing and frustrating. That’s why developing number sense early is essential to building confidence and competence in mathematics.

What Is Number Sense, Really?

Number sense is more than counting or recognizing digits on a page. It’s a deep, conceptual understanding of how numbers relate to one another and how they behave in operations.

A student with strong number sense:

• Recognizes patterns and relationships (for example, seeing that 3 + 7 and 7 + 3 yield the same result).
• Understands that numbers can be composed and decomposed in many ways.
• Estimates whether an answer makes sense before checking it.
• Makes connections between concrete experiences and abstract symbols.

In short, number sense is mathematical reasoning in action—it’s thinking, not just calculating.

The Challenge: Gaps That Grow Over Time

Research and classroom data tell a clear story. Students who lack number sense in early grades often fall behind and stay behind. According to Ontario’s 2024 EQAO results, only 61% of Grade 3 students and 50% of Grade 6 students met the provincial standard in mathematics.

While the reasons are complex, one major factor is that many students are pushed into procedural learning—memorizing steps—before they truly understand what numbers mean. When this happens, they may be able to complete worksheets or pass tests temporarily, but their understanding remains brittle. They struggle to reason through problems, apply knowledge to new contexts, or explain why something works.

Building Number Sense Through Rx 4 Math

That’s where Rx 4 Math, a research-based intervention developed by the National Institute for Learning Development (NILD), comes in.

Designed for students in Grades K–5 who need early intervention or additional support, Rx 4 Math builds the deep understanding that procedural learning often misses. Rather than relying on repetition or rote practice, this dynamic program uses hands-on activities, mediation, and Socratic questioning to help students construct meaning and develop confidence.

Here are a few examples of Rx 4 Math activities that make number sense come alive:

1. Dot Patterns and Quantity Visualization

Students explore dot cards (arrangements of dots in familiar patterns such as dice faces or ten frames) and are asked questions like:

• “What do you see?”
• “How did you see it?”
• “Can you see it another way?”

This encourages students to subitize—to recognize quantities instantly without counting one by one—and to see numbers as composed of parts (for example, “I saw 7 as 5 and 2”). These conversations strengthen mental flexibility and deepen understanding of number relationships.

3. Building Tens and Flexible Thinking 

Another common Rx 4 Math activity involves building combinations that make ten using objects, number lines, or ten frames.
Students might use connecting cubes or cards labelled 1–9 and work together to make as many “tens” as possible.

This hands-on approach promotes fluency and flexibility—students start to see that 6 + 4, 7 + 3, and 8 + 2 all relate to the same benchmark number. When they encounter more complex problems later (like multi-digit addition or subtraction), they can draw on these mental anchors.

Why Mediation Matters

A key distinction in Rx 4 Math is the mediated learning approach. Instead of simply giving instructions, the teacher becomes a mediator—asking guiding questions that prompt students to notice, compare, justify, and reason.

This Socratic questioning develops cognitive functions such as comparison, categorization, and sequential thinking, which are essential not only for math but for all learning. Students aren’t told what to think—they’re taught how to think.

For example, when a student miscounts or misjudges a quantity, the mediator might ask,

“What made you choose that answer?”
“Could there be another way to see it?”
“How does that connect to what we did yesterday?”

Through dialogue, students learn to reflect on their own thinking, strengthening both their mathematical reasoning and their confidence.

Laying the Foundation for Lifelong Learning

Number sense is not a skill that’s mastered and forgotten—it’s a lifelong foundation that supports every mathematical concept that follows. When we invest in developing number sense through thoughtful, hands-on, and mediated instruction, we set students up for lasting success.

Whether you’re a classroom teacher, resource educator, or homeschool parent, the Rx 4 Math approach offers a practical, research-based way to make math meaningful again—one number at a time.

Ready to strengthen number sense in your students?

Learn more about upcoming Rx 4 Math workshops and discover how you can help students build math confidence that lasts.

Every teacher and homeschool parent has faced it: a student staring at a math problem, a reading passage, or a blank page—stuck, frustrated, and ready to give up.
The natural question is: Why do some children struggle so much, even when we’ve explained, practiced, and encouraged them?

The answer isn’t as simple as “they just need to try harder.” Research in the science of learning gives us key insights into why students get stuck—and, more importantly, how we can help them move forward.

Learning Builds Like a Tower

Think of learning as building a tower out of blocks. Each level depends on the stability of the level below it. If there’s a gap in the foundation, the whole structure becomes shaky.

• In reading, a child who misses out on phonemic awareness—understanding how sounds work together—will struggle to decode words later on.
• In math, a child who hasn’t grasped number sense will find multi-digit operations or fractions confusing, no matter how many times we review them.
• In writing, students who haven’t mastered sentence construction may hit a wall when asked to write paragraphs or essays.

Gaps in foundational skills will always show up later, often in more complex tasks.

It’s Not Just About Content—It’s About Processing

Sometimes we assume the problem is “they just don’t know their facts” or “they haven’t memorized enough words.” But the research shows that underlying processes play a huge role in learning.

For example:

• A child with weak working memory may forget the beginning of a sentence before reaching the end, making reading comprehension difficult.
• A student with poor visual-motor integration may write so slowly that they can’t keep up with their ideas.
• A learner with challenges in auditory discrimination may confuse similar-sounding words, affecting both reading and spelling.

When these processing skills are weak, simply teaching more content isn’t enough. We need strategies that strengthen the underlying processes at the same time.

Why Explicit, Structured Instruction Matters

The idea that students will simply “pick up” core skills isn’t supported by science. While some children thrive in less structured environments, struggling learners need direct, systematic instruction.

That means:

• Teaching phonics in a clear, sequential way.
• Breaking math concepts into steps and connecting them to concrete understanding.
• Modeling writing processes, from brainstorming to revising, so students see what good writing looks like.

Research shows that when instruction is explicit (we tell students exactly what we want them to learn) and structured (we build skills step by step), struggling learners gain traction.

Practical Strategies Teachers Can Use

So, what does this look like in practice?

In Math:

• Use manipulatives to build number sense before moving to abstract symbols.
• Teach multiple strategies for solving problems, not just one algorithm.
• Encourage students to explain their thinking aloud to strengthen reasoning.

In Reading:

• Incorporate daily practice with phonemic awareness, even in upper grades.
• Use decodable texts that match the phonics patterns students are learning.
• Teach comprehension strategies explicitly, such as predicting, summarizing, and questioning.

In Writing:

• Start with strong sentence construction before expecting longer pieces.
• Teach spelling and morphology (prefixes, suffixes, roots) as tools, not as isolated word lists.
• Break the writing process into stages: planning, drafting, revising, and sharing.

These strategies help students not just “get through” a task, but build the cognitive architecture they need for future learning.

Why This Matters for Teachers and Parents

Understanding the science of learning changes the way we respond to struggling students. Instead of feeling frustrated that they “should know this by now,” we can recognize that they may be missing a building block or an underlying process.

And here’s the good news: brains are malleable. With the right strategies, students can strengthen weak areas, build new connections, and experience real growth.

A Note About the Autumn Teacher Series

If you’d like to explore these ideas further, NILD Canada is offering the Autumn Teacher Series this November—three separate weekend workshops in Math, Reading, and Writing. Each one is built on the science of learning and equips teachers with practical, ready-to-use strategies.

Because when we understand why students struggle, we can finally give them the tools they need to succeed.

Have you ever watched your students struggle through spelling lists, memorizing words one week, only to forget them the next? You’re not alone. Many educators feel the frustration of teaching spelling rules that don’t seem to stick.

But what if spelling could be more than drills and tests?

What if students could approach words like mysteries waiting to be solved?

That’s the vision behind our Spelling Detective Journal —a free printable resource that helps students become word detectives, investigating how English spelling really works.

Why a Detective Approach Works

Spelling is more than “sounding out.” It’s a cognitive activity that connects:

• Phonology (the sounds of language),
• Morphology (meaningful parts of words), and
• Etymology (where words come from).

When students begin to investigate words using these three lenses, they discover patterns and meanings that transform spelling from a guessing game into a logical system. Instead of memorizing does, they can connect it to do and doing—seeing how morphology explains the spelling.

Inside the Spelling Detective Journal

The journal guides students through five playful investigation steps:

1. Find the Fingerprints – Write down the “mystery word” and brainstorm what they already know.
2. Follow the Clues – Break the word into sounds and patterns using sound boxes.
3. Build the Case – Create word sums and explore related words with a lexical matrix.
4. Reveal the Evidence – Identify the base or root and discover more relatives.
5. Solve the Case – Reflect, refine the definition, and apply the word in writing.

By turning spelling into a case file, students aren’t just learning to spell one word—they’re uncovering relationships that expand vocabulary, comprehension, and confidence.

Why Educators Love It

Teachers and homeschool parents who use a detective approach notice:

• Greater student engagement.
• Stronger connections between reading and writing.
• Increased morphological awareness that supports vocabulary growth.

This is spelling instruction that sticks—because students are invested in solving the puzzle.

Want Next Steps?

The Spelling Detective Journal is just the beginning.

To go deeper, consider the NILD Canada Spelling Workshop: Linking Reading & Writing. This training explicitly guides educators through Structured Word Inquiry and Spelling Investigation strategies so you can strengthen your students’ literacy at its roots.

Learn more about the NILD Canada Spelling Workshop.

Help your students move beyond memorization and into meaning. Because spelling doesn’t have to be a mystery—it’s a system waiting to be discovered.

You’ve met this student before.

He walks into your classroom with wide eyes, a brand-new backpack, and a head full of questions. She colours carefully, listens intently, and can’t wait to learn to read.

But after a few weeks of instruction, the red flags begin to flutter.

He guesses at words instead of sounding them out.
She mixes up b’s and d’s.
He can’t follow simple directions.
She holds her pencil like a shovel.

You pause and ask yourself:
Is this student really ready to learn to read?

Why Reading Readiness Matters More Than You Think

In today’s classrooms, reading instruction often begins on Day 1 of kindergarten. But research—and experience—tell us that not every child is developmentally ready to read at five or six years old.

Yes, they’re eager. Yes, they’re bright.

But beneath reading success lies an invisible foundation of perceptual, motor, and auditory skills that must be in place for learning to stick.

When those foundational skills are missing or underdeveloped, even your best reading instruction may feel like trying to build a house without a foundation—no matter how strong the materials, everything starts to wobble. That’s why we created the “Is Your Student Ready for Reading?” checklist—a simple, observation-based tool that helps you quickly assess whether your students have the skills they need to begin formal reading instruction with confidence.

5 Readiness Areas You Can’t Afford to Miss

Many readiness screeners focus only on letter recognition or phonemic awareness. But the reality is, there are five key areas that matter just as much:

1. Visual Perception & Visual-Motor Skills

Can they copy simple shapes? Track left to right? Hold a pencil with control?

2. Auditory Perception

Can they tell if “bat” and “pat” sound the same or different? Recite simple rhymes or count to ten?

3. Body Awareness & Directionality

Do they know their left from right? Can they sit upright and control fine motor movements?

4. Language & Oral Expression

Are they speaking in full, age-appropriate sentences? Can they describe a picture or event?

5. Cognitive Readiness

Can they follow two-step instructions? Focus on a task? Demonstrate basic memory and sequencing?

If a child struggles in three or more of these areas, they may not be ready for traditional reading instruction just yet—but they are ready for support.

You’re the Guide. Let Us Equip You.

As teachers, you’re already experts at observing and adapting. But you don’t have to do this alone.

At NILD Canada, we’ve been training educators in Search & Teach®, a research-based early intervention program that helps you:

✅ Identify readiness gaps
✅ Strengthen foundational learning skills
✅ Support students before failure sets in

This August, we’re offering a live Search & Teach workshop where you’ll gain hands-on tools to assess and build up those invisible learning skills—all through perceptual, motor, and cognitive development strategies that young children actually enjoy.

You’ll walk away confident, equipped, and ready to lay the groundwork for lasting reading success.

Don’t Wait Until They Fail

Reading struggles don’t appear out of nowhere. In most cases, the warning signs were there all along—subtle, quiet, and easy to overlook in a busy classroom.

The earlier we intervene, the better the outcomes—not just academically, but emotionally.

“It is a tragedy… that while we know clearly the costs of waiting too long, few schools have a mechanism to identify and help children before failure takes hold.”
— Dr. Joseph Torgesen, Florida Center for Reading Research

Ready to Help Your Students Build a Strong Foundation?

✅ Download our Is Your Student Ready for Reading? checklist and use it during the first few weeks of school.
✅ Register for the Search & Teach Workshop this August and get trained to intervene early, intentionally, and effectively.

Your students are ready to learn. Let’s make sure they’re ready to read.

For many students like 10-year-old Jacob, writing can feel like an uphill battle. He avoids it altogether, and his mother, Emma, feels lost. Jacob dreads writing assignments, often tearing up in frustration before even starting. She knew he needed help, but she wasn’t sure where to begin.

As an NILD Educational Therapist, I hear stories like this all the time. Some students struggle with the physical aspects of handwriting, others get stuck on spelling and word formation, while still others feel paralyzed by sentence structure and grammar. For some, organizing their ideas is the biggest hurdle. In Jacob’s case, he struggled with writing stamina and confidence. The frustration, fatigue, and self-doubt that come with writing difficulties often lead to disengagement and a lack of confidence.

If you’re an educator or a parent like Emma, you may wonder how to help. The good news is that reluctant writers can build stamina, motivation, and a sense of accomplishment with the right support and strategies.

When I meet parents like Emma, we talk about these five key strategies:

1. Create a Low-Pressure Writing Environment

Many students resist writing because they feel pressure to “get it right” on the first attempt. Instead of focusing on perfect spelling, grammar, or structure, encourage them to write freely. Timed, low-pressure writing exercises help students express their thoughts on paper without fear of making mistakes. A simple strategy is to set a timer for 5-10 minutes and allow them to write continuously about any topic of their choice. The goal is to get words on the page without worrying about corrections.

2. Offer Choice in Writing Topics

When students feel personally connected to what they write, they engage more deeply. Allowing them to choose their own subjects—whether it’s a favorite hobby, an exciting memory, or a creative story—can significantly boost motivation.

If they struggle with ideas, provide prompts like:

• If you could travel anywhere in the world, where would you go and why?
• Write about a time when you felt really proud of yourself.
• Invent a new superhero and describe their powers.

Emma encouraged Jacob to write about his favorite topics: dinosaurs, space travel, and video games. The breakthrough came when he wrote a short story about an astronaut dog exploring Mars. When Emma read it back to him with excitement, Jacob’s face lit up. Over time, his confidence grew, and writing became a creative adventure rather than a dreaded task.

3. Use Multisensory Approaches

Traditional pen-and-paper writing can feel overwhelming for some students, especially those with learning differences. Using multisensory tools can make writing more engaging and accessible.

Some effective strategies include:

• Dictation or Voice-to-Text Tools: Let students speak their thoughts before typing or handwriting them.
• Sticky Notes or Graphic Organizers: Help students visually organize their ideas before drafting.
• Coloured Markers for Editing: Use different colors to highlight sentence structure, spelling, and punctuation in an interactive way.

Emma introduced Jacob to voice-to-text tools so he could express his ideas without getting stuck on spelling. These strategies transformed writing from a frustrating chore into a more fluid and enjoyable process.

4. Celebrate Small Successes

Building writing confidence doesn’t happen overnight. Recognizing small milestones can make a big difference. Whether it’s writing a full paragraph, using a new vocabulary word, or staying focused for an entire writing session, celebrating progress reinforces growth.

Rather than using vague words of support like “good job”, share encouragements that acknowledge effort and specific achievements. Some examples include:

• “I love how you described the setting in this sentence!”
• “Great job writing for the full five minutes without stopping!”
• “Your introduction really grabs the reader’s attention!”

These positive reinforcements help students feel proud of their achievements and eager to keep improving.

5. Provide Supportive Feedback

Constructive feedback plays a crucial role in helping students improve without feeling discouraged. Instead of overwhelming them with corrections, focus on one or two areas at a time. A great approach is the “Three Compliments and a Wish” method:

Compliments: Highlight three things the student did well (e.g., strong word choice, creative ideas, clear organization).

Wish: Offer one area for improvement in a positive way (e.g., “I wish you would add more details about how the character feels”).

This method keeps students motivated while gradually refining their writing skills.

Final Thoughts: Confidence Grows with Practice

Every writer—no matter their age or ability—can improve with the right support and encouragement. By creating a low-pressure writing environment, offering choice, using multisensory techniques, celebrating progress, and providing constructive feedback, we can help reluctant writers build the confidence they need to succeed. 

Take the Next Step

If you’re looking for more strategies to support struggling writers, download our Writing Intervention Checklist PDF. It includes some signs of difficulty you may be witnessing and related recommended interventions.

Rx for Writing Workshop is a hands-on training for parents and educators that will provide you with structured interventions to help students develop strong, confident writing skills.

Let’s equip our students with the tools they need to succeed—one word at a time!

When a Bright Student Struggles to Read

You’ve seen it before—a bright, eager student who just can’t seem to grasp reading. No matter how much you practice with them or how often they’re read to, they struggle to sound out words, mix up letters, and become frustrated when reading aloud.

They may be growing up in a home filled with books, where reading is encouraged and valued. Yet, despite repeatedly reviewing letter sounds and practicing sight words, they don’t seem to retain what they’ve learned.

For these students, reading can feel like an unsolvable puzzle, leading to frustration, avoidance, and self-doubt. As educators and parents, we start to feel discouraged, wondering if we’re missing something. And the student? They may begin to believe that they’re simply not good at reading—a heartbreaking mindset that can follow them for years.

But the reality is, their struggle has a cause. And more importantly, it has a solution.

The Key to Reading Success: Phonological Awareness

For many struggling readers, the missing piece isn’t effort or exposure—it’s phonological awareness. This essential skill allows students to hear, identify, and manipulate the sounds in words—the foundation for strong reading and spelling.

A student with weak phonological awareness may:

• struggle to break words into individual sounds (phonemes)
• have difficulty blending sounds together to form words
• confuse similar-sounding words or misread common words
• avoid reading because it feels too difficult

Without explicit instruction in how sounds work together, struggling readers are left trying to memorize words rather than truly understanding them.

The result? Slow, effortful reading and poor comprehension. Sound familiar?

How to Strengthen Phonological Awareness

A research-based approach to reading goes beyond phonics drills and sight word memorization. Struggling readers need structured, multisensory activities that strengthen phonological awareness, phoneme manipulation, and word recognition.

Here’s what that looks like in action:

Building Phonological Awareness
Students need practice breaking words into phonemes, blending them together, and recognizing sound patterns. These skills help them decode words accurately and fluently.

Using Multisensory Learning
Reading isn’t just a visual task—it involves listening, speaking, movement, and tactile learning. Activities that engage multiple senses make learning more effective and memorable.

Providing Step-by-Step, Explicit Instruction
Rather than hoping students will “pick up” reading skills on their own, a structured approach clearly and intentionally guides them through phoneme segmentation, blending, and manipulation.

Try These Practical, Research-Based Activities

If you’re supporting a struggling reader, here are a few engaging and effective ‘games’ that can boost phonological awareness:

I Spy With My Little Ear
Say: “I spy something that starts with /m/ (sound it out rather than use the letter sound).” Students guess the object while strengthening their ability to identify beginning, middle, and ending phonemes (sounds).

Jump the Sounds
Say a word like “dog” and have students jump forward for each phoneme (sound):
/d/ (jump) /o/ (jump) /g/ (jump)/. This reinforces sound segmentation in a fun and physical way.

By making phoneme awareness interactive and engaging, struggling readers develop the skills they need to decode words with confidence.

There is no quick fix, and this will require many repetitions, so making it fun helps us all endure.

The Transformation: From Frustration to Confidence

When students receive the right support, they stop struggling and start thriving.

They begin to:

✔ read more fluently and independently
✔ recognize and blend phonemes more easily
✔ feel confident in their reading abilities
✔ enjoy books rather than avoid them

The difference between a struggling reader and a thriving reader isn’t about intelligence or the books that surround them—it’s about giving them the right tools and strategies. With structured, research-based instruction, students don’t just learn to read—they gain the confidence to succeed.

If you’re a parent, educator, or therapist looking for a structured, research-based approach to literacy intervention with hands-on training, you’ll be interested in theRx for Reading Workshop. You’ll gain practical tools to implement phonological awareness strategies with confidence.

Learn more at NILDCANADA.org/Events.

By giving students the right support, we don’t just teach them to read—we help them unlock their full potential.