Amy's Academics

03/10/2026

The research has been clear for decades. Early reading intervention changes trajectories.

03/10/2026

To my clients who use United Healthcare:
I received a replacement check today (originally dated 9/1/2025) that appears to belong to one of my clients. I contacted the insurance company, but under HIPAA regulations, they were unable to tell me who the check was issued to.

If you received a notice from UnitedHealthcare about a replacement check dated September 1, 2025, please send me a message so we can ensure it reaches the correct family.

Thank you!

03/05/2026

I’m seeing a growing trend in schools sharing “growth reports” with parents.

Growth can be good, but it can also be misleading.

If a child is years below grade level, small gains each year may still mean the gap stays the same, or even grows.

A growth chart might look positive, but the real question is whether the child is actually catching up.

Instead of asking “Is my child making progress?” try asking:
“Is my child making enough progress to actually catch up to grade level, and how long will that take?”

Because the goal isn’t just growth.
The goal is reaching grade level.

03/05/2026

03/01/2026

Helpful information regarding vision therapy.
https://www.aao.org/education/clinical-statement/joint-statement-learning-disabilities-dyslexia-vis

02/28/2026

Amy and Kassidy were interviewed at the International Dyslexia Association (IDA) Conference in Georgia by The Dyslexia Duo. We had SO MUCH FUN!!!

What an incredible experience connecting with passionate literacy leaders who are changing outcomes for students with dyslexia.

Take a look at our conversation below!

Watch videos instantly on Bing—enjoy direct playback, discover related clips, and dive into trending content all in one place.

02/19/2026

🧠 New Stanford research adds to the growing body of evidence: reading changes the brain, and so does the lack of appropriate instruction.

Researchers found that the brain region responsible for fluent word recognition (the visual word form area) is smaller or less detectable in students with dyslexia, but grows when students receive intensive, evidence-based intervention.

Let’s pause on what that means for our schools:

This is not about effort.
This is not about motivation.
This is not about “waiting for development.”

Instruction is the variable that changes the brain.

In the study:
✔️ Students who received structured intervention made significant reading gains
✔️ Their reading brain circuitry became more developed and detectable
❌ Students who did not receive intervention showed no meaningful change

This has major implications for MTSS, early screening, and special education:
• Screening without immediate action is not prevention
• Data collection without instructional change does not improve outcomes
• “Wait-to-fail” is not a neutral decision, it is a neurological one

If we truly believe in early intervention, then access to trained educators, evidence-based structured literacy, and timely evaluation cannot be optional or delayed by systems barriers.

Because the science is clear:
The right instruction doesn’t just improve test scores, it builds the reading brain.

🔗 https://med.stanford.edu/news/all-news/2026/02/reading-specific-region-differs-in-dyslexic-brain.html

02/14/2026

https://www.facebook.com/share/p/1BC2jvGJmm/

Sweden is putting more emphasis on books and handwriting in schools, and that shift matters.

After years of strong digitalization in classrooms, Sweden’s reading results on international assessments declined between 2016 and 2021, and policymakers and educators have debated whether heavy screen use in early grades may be part of the problem.

In response, the Swedish government is funding more printed textbooks and encouraging more reading and handwriting practice. Digital tools are not being eliminated across the board, but printed materials are being re-centered, especially for younger students.

Research often finds a small comprehension advantage for reading on paper compared with screens, though results vary by age and context.

This is not a rejection of technology. It is an attempt to restore balance.

02/08/2026

Child Find is a verb.
It means schools go looking for disabilities like dyslexia, not waiting for failure to pile high enough to be undeniable.

Early identification isn’t a favor. It’s a civil right under IDEA.
Every year we wait is a year a child practices believing the wrong story about themselves.

Let’s be the adults who notice early and act sooner!

11/22/2025

The University of Illinois is so lucky to have Dr. McKenna teaching the SHS students in language, literacy, and writing, and I am so honored to be collaborating in research with her!
Congratulations on a well-deserved award!!!

11/05/2025