Amy's Academics

03/29/2026

New York is showing us something every state needs to pay attention to.

You can invest millions into the science of reading. You can announce big shifts away from balanced literacy, but if the people leading the work aren’t deeply trained in evidence-based reading instruction you don’t get real change. You get repackaged failure.

That’s the hard truth.

We cannot expect the same systems that failed kids for decades to suddenly lead transformation, especially if they were never properly trained in the first place.

Georgia, and every state, should be asking:
Who is at the table?
Do they have the expertise?
And who is holding this work accountable?

🔗 Read full article: https://hechingerreport.org/new-york-ten-million-reading-instruction/

03/16/2026

Take a look at your students’ writing. It gives great insight into their dyslexia!

03/15/2026

𝗔 𝟳𝟯% 𝗥𝗲𝗱𝘂𝗰𝘁𝗶𝗼𝗻 𝗶𝗻 𝗜𝗻𝗮𝘁𝘁𝗲𝗻𝘁𝗶𝗼𝗻 & 𝗛𝘆𝗽𝗲𝗿𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝘆
https://www.facebook.com/share/p/1AuBTdczYN/?mibextid=wwXIfr
Thanks to The Parenting for this good post!

Research from Stanford University suggests that giving children an extra year before starting kindergarten may have a significant impact on behavior and attention. The study found that children who began school one year later showed a 73% reduction in inattention and hyperactivity compared with peers who started earlier.

Child development experts explain that early childhood is a critical time for brain growth, emotional regulation, and social learning. Additional time for free play, exploration, and unstructured activities allows children to develop self-control, focus, and independence at their own pace.

Free play helps strengthen problem-solving skills, creativity, and emotional resilience. When childhood becomes overly structured too early, some children may struggle to meet academic expectations before they are developmentally ready.

Many specialists emphasize that an unhurried childhood can support healthy development and reduce behavioral challenges in early school years. Allowing children time to mature socially and emotionally before entering structured classrooms may help build stronger attention skills and long-term learning readiness.

These findings continue to fuel conversations among parents and educators about the role of play, developmental timing, and balanced early education.



𝗙𝗼𝗰𝘂𝘀𝗶𝗻𝗴 𝗧𝗼𝗼𝗹𝘀: https://tinyurl.com/2st3wzkr

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.

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!!!