Root to Read

09/25/2026

Is reading harder than it should be for your child?

Sometimes the signs look different as kids get older.

Kindergarten–1st grade

* has trouble coming up with rhyming words like cat/bat
* struggles to remember letter sounds
* has difficulty blending sounds like /m/ /a/ /p/ into map
* guesses a word from the picture instead of looking through the letters
* has trouble pulling a simple word apart into its sounds

2nd–3rd grade

* can read familiar words but gets stuck on new ones
* sounds out the same word repeatedly instead of recognizing it more automatically
* reading sounds slow, choppy, or effortful
* spelling may leave out sounds or show confusion with patterns that have already been taught
* longer words start causing more difficulty as reading demands increase

4th grade and up

* short, familiar words may be okay, but multisyllabic words cause breakdowns
* substitutes or guesses at unfamiliar words rather than having a reliable strategy
* avoids reading aloud because it takes so much effort
* spelling remains noticeably weak
* understands a story well when it’s read aloud but comprehension drops when they have to read it themselves

A child doesn’t need to show every sign, and these signs alone do not diagnose dyslexia or another reading disorder. But when several patterns persist, it may be worth taking a closer look at the skills underneath reading.

At Root to Read, I use individualized structured literacy instruction to figure out where the breakdown is happening and target the skills that need support.

🌱 I currently have limited openings for elementary-aged readers. If some of this sounds familiar, feel free to message me.

09/24/2026

🌟Reading mistakes can guide instruction ‼️

That doesn’t mean testing a child every lesson.

It means paying attention to how they make mistakes and using those mistakes to decide what comes next.

For example, if a child reads ship as sip, I’m not just thinking, “wrong word.”

🤔I’m wondering:

Do they recognize sh as one sound?

Can they read it correctly in other words like shop or fish?

Do I see the same weakness in spelling?

Was this just one mistake, or is there a pattern?

Those little clues help me decide whether the skill needs to be retaught, reviewed, or simply practiced more.

The goal isn’t to rush through a sequence.

It’s to teach based on what the child is showing us.

🌱Errors aren’t just mistakes, they’re information.

09/05/2026

Not every “easy” book is actually easy for your child to read.

A text is decodable when the words mostly use sound-spelling patterns the reader has already been taught.

That matters because beginning readers need a lot of chances to practice the code they know successfully.

If a child has only learned short vowels and basic digraphs, a book full of silent-e words, vowel teams, r-controlled vowels, and irregular words may look simple but actually require skills they haven’t learned yet.

When that happens, kids often start guessing, relying on pictures, memorizing words, or waiting for an adult to help.

Research on reading development supports giving beginning readers text that aligns with the phonics patterns they’ve been taught so they can actually practice decoding and build more automatic word recognition over time.

Decodable doesn’t mean “easy.”
It means appropriate for what that reader has been taught so far.

And that’s why the same book might be a great fit for one child and a frustrating fit for another.

09/04/2026

Why can some kids read a word but not spell it?

Reading and spelling are related, but they are not the exact same skill.

When a child reads a word, they see the letters and have to connect those letters to sounds.

When a child spells a word, they have to do the opposite. They hear the word, pull it apart into sounds, decide which letters or patterns represent those sounds, and then write them in the correct order.

That means spelling often requires a child to have a deeper understanding of the sound structure of words and the spelling patterns of our language.

A child may recognize or successfully read a word like train, but when asked to spell it, write something like ‘tran’ or ‘trane’. This tells us they may not have a strong enough understanding of the vowel pattern to produce it independently.

This is one reason I pay close attention to both reading AND spelling. Spelling mistakes can give us valuable information about what a child understands and where instruction may need to go next.

Reading asks: “What does this word say?”
Spelling asks: “How is this word built?”

Both matter.

09/02/2026

🔎 Something new is coming to Root to Read!

I’m always looking for ways to give kids meaningful reading and spelling practice without it feeling like more work, especially on a Saturday. That’s how Root to Read Mystery Club came to life!

Each week, our detectives will complete word challenges to earn and unlock clues. They’ll read the evidence, make predictions, change their thinking as new clues are revealed, and work together to crack the case. 🕵️

And while they’re busy solving the mystery, we’ll be sneaking in LOTS of purposeful literacy practice along the way.

Our first Mystery Club will be a 4-week Saturday series in November, with activities adapted to each child’s reading level.

🔎 Grades 1–4
🔐 Only 4 spots available
💰 $100 for the full 4-week series
📍 Suffield/Mogadore area

Interested in claiming one of our first detective spots? Send me a message or email [email protected]

08/26/2026

📚 Root to Read is looking for practicum students!

I’m excited to share that I’ve started the next level of my Orton-Gillingham and structured literacy training! I’m continuing to build on my existing certifications, training and experience while deepening my knowledge and skills in working with students with dyslexia and reading difficulties.

As part of this advanced, dual-certification practicum, I’m working under the supervision of both an Orton-Gillingham Fellow and a Certified Academic Language Therapist (CALT).

I’m currently looking for a few students at different reading levels. I need students who are working on foundational reading and spelling skills, as well as students who are ready for more advanced work with word structure and morphology.

To qualify, students must:

• Have a documented diagnosis of dyslexia OR have an IEP with eligibility under Specific Learning Disability (SLD) with identified deficits in reading
• Be able to participate in two 60-minute sessions per week
• Be able to commit to consistent attendance over an extended period of time

Instruction will be individualized to each student’s specific needs.

If you think your child may be a good fit, please send me a private message. I’d be happy to answer questions and learn more about your child’s reading needs.

I’m excited to keep learning, growing, and deepening the work I already love doing! ❤️📚

Nikki
Root to Read

07/17/2026

07/01/2026

Try this fun activity at home this week!

06/30/2026

🧠 A 5-Minute Reading Activity You Can Do at Home

Did you know that before children learn to read words, they first need to learn to hear the sounds inside words?

This skill is called phonemic awareness, and it’s one of the strongest predictors of future reading success.

Who is this for?
🌱 Preschoolers
🌱 Kindergarteners
🌱 Early first graders
🌱 Any child who is still learning letter sounds or having difficulty blending words together

Try this at home:
Grab a few picture cards (or even toys around your house!) and ask questions like:

🍎 “What is the first sound you hear in apple?”

🧦 “What is the last sound you hear in sock?”

🗺️ “What is the first sound you hear in map?”

If your child isn’t sure, that’s okay! Stretch the word slowly together.

“mmmm-ap… What sound did you hear first?”

Keep it fun and stop while your child is still engaged. Just 5 minutes of practice can make a big difference over time.

Reading starts with hearing the sounds in spoken words ❤️

Root to Read 🌿