My name is Mackenzie, and I am dyslexic.

Some of my earliest memories of school are feelings of frustration, confusion, sadness, and feeling lonely. Another memory that still makes my stomach hurt today is trying to memorize math facts. I have a great memory for some things; song lyrics, things people say, and pictures. But, remembering letters and numbers is a totally different story.

Unlock the power of multi-sensory instruction in reading! Discover how to engage sight, hearing, and touch to enhance learning. From air writing letters to spelling dictation, explore practical methods to make reading instruction more effective. Embrace multi-sensory techniques without the fuss – it’s about engaging multiple senses for better comprehension and retention!

Dyslexia is often referred to as a hidden disability because it can go undetected for so long. On the surface, everything looks fine. It has been my experience that dyslexic students are good at coping, they know how to play school. They work hard, they are highly verbal, love to answer questions in class, they are curious, can make the most amazing connections, and at an early age – when texts are predictable, repetitive, and have strong picture support – these students can look like readers. It’s not until you dig deeper and begin to analyze their phonemic awareness skills or their ability to rhyme and manipulate sounds that you may realize there is a hiccup.

Uncover the hidden challenges of dyslexia in students. Learn how to identify signs beyond surface-level reading abilities and understand the importance of ongoing progress monitoring for true reading development.

Discover why Orton-Gillingham (OG) instruction is hailed as the gold standard for dyslexic students. Learn how its sequential, multisensory, and flexible approach transforms reading intervention. Explore its research-backed effectiveness in nurturing struggling readers.