Pathways to Reading Success

Technology has its place, but it does not need to be a constant in our classrooms.

The International Dyslexia Association (IDA) affirmed today that dyslexia, a reading disability, is entirely unrelated to a person's intelligence or cognitive potential. Dyslexic individuals possess the capacity to think, lead, and achieve at the highest levels, and countless have gone on to accomplish extraordinary achievements across every field.

IDA stands firmly in support of dyslexic learners by advancing evidence-based reading instruction grounded in the science of reading, while also championing the unique strengths, resilience, and potential that define this community.

This morning, I was reading an article about the rise of children entering kindergarten without the requisite social skills. I know my friends who are kindergarten teachers feel like it is an epidemic. The article noted a concerning trend where more children are entering kindergarten with flat or limited emotional expression. The article connected this pattern, in part, to increased maternal smartphone use during infant feeding.
Feeding time is more than just nourishment. It’s connection.

When babies are breastfeeding or bottle feeding, they’re not just eating… they’re learning you. Your face, your voice, your eye contact. All of these are the building blocks of bonding and brain development.

When our attention shifts to a smartphone during these moments, babies get less eye contact, facial expression, and back-and-forth interaction.

And those tiny interactions? They matter more than we think.

In the early months, a baby’s brain is wiring itself through responsive, loving connection. When we consistently look, respond, and engage, we’re helping build secure attachment, language development, and emotional regulation.

This isn’t about perfection. It's about awareness. Let feeding time be connection time. Talk, smile, or make eye contact. Because to your baby, you are their whole world and they’re looking for you.

Recent comments from Donald Trump referring to Gavin Newsom as “dumb” in connection with his dyslexia highlight a persistent and harmful misconception.

Dyslexia is a common learning difference that affects reading, writing, and language processing. It is estimated to impact roughly 1 in 5 people. Importantly, dyslexia has no correlation with intelligence. People with dyslexia span the full range of intellectual ability and are often recognized for strengths in problem-solving, creativity, and big-picture thinking. I have worked with students with dyslexia with a range of IQs from low average to superior.

Equating a learning difference with a lack of intelligence is not only inaccurate, it reinforces stigma that can prevent individuals, especially students, from getting the support they need and recognizing their own potential.

Accurate information matters. Respect matters. And how we talk about learning differences matters.

One of the most technologically advanced countries in the world is hitting pause on screens in the classroom.

Sweden — long known for innovation and digital leadership — is actively reducing the use of screens in schools and reinvesting in physical textbooks and paper-based learning.

Why?

After years of prioritizing laptops and tablets in education, the country began seeing troubling trends:
• Declines in reading comprehension
• Decreases in focus and sustained attention
• Reduced deep learning and critical thinking
• Falling math scores on international assessments

Between 2018 and 2022 alone, scores dropped significantly — about 10 points in reading and nearly 15 in math. This is not just a Sweden problem. This is a problem all over the world where educators and students are relying more on screens.

Educators and researchers increasingly found that screens, while powerful tools, often encouraged distraction, multitasking, and shallow engagement with information. Printed books, by contrast, support deeper concentration, better comprehension, and more sustained thinking. Research shows that handwriting the brain better than typing. Students who take notes by hand have better long-term retention.

So Sweden is shifting course:
‣Investing millions to put physical textbooks back into students’ hands
‣Restricting phones in schools
‣Emphasizing reading, writing, and arithmetic — the foundational skills of learning

This isn’t about rejecting technology.
It’s about recognizing that not everything that is digital improves learning.

Sometimes progress means having the wisdom to say:
Maybe the old tools — books, paper, pencils, and focused attention — still matter most.

This is disturbing, but teachers certainly will agree this is happening.

More evidence that the global decline in test scores that began after 2012 is linked to the proliferation of smartphones and computers in class: The slide was bigger in countries where students began spending more time on devices (for leisure).

The latest from Jean Twenge:
https://www.generationtechblog.com/p/phones-at-school-less-learning-more

Some children and teenagers with ADHD do not just dislike criticism - they feel it deeply.

A small comment can feel like total rejection. A simple mistake can feel like proof they have failed. A neutral look can be read as anger. The emotional reaction is fast, intense and overwhelming.

This is often described as rejection sensitivity or Rejection Sensitive Dysphoria. It is important to say clearly that Rejection Sensitive Dysphoria is not an official diagnosis. It is an informal term used to describe intense emotional responses to perceived rejection.

This is not about being dramatic. It is not attention seeking. Emotional dysregulation is common in ADHD. The brain can struggle to pause, process and calm strong feelings.

Over time, repeated criticism and misunderstanding can increase shame, anxiety and low self esteem. Some children shut down. Some avoid trying. Some say “Nobody likes me” after a small problem. The pain is real.

Understanding the pattern helps adults respond differently. Calm, clear feedback and separating behaviour from the child reduces shame and builds resilience. ADHD is not only about focus. It is also about emotions.

LIKE the photo and comment "REJECTION" and we will send you a message with a link to a free PDF of this resource.

Movement equals more oxygen to the brain. More oxygen to the brain equals better connections.

A great place to work.

Looking to 𝙖𝙙𝙙 value and 𝙘𝙤𝙪𝙣𝙩 on making a difference for your students? Join our team! Riverside is hiring a Part-Time Math Teacher for the 2026-2027 school year. Learn more and apply at https://riversideschool.org/careers/

Swiping a screen does not develop fine motor skills.