I’m Terri, and I help teachers who feel overwhelmed and unprepared for addressing the needs of older struggling readers overcome their panic and distress so they can make a bigger impact on their students. I use my 40 years’ experience, two master's degrees, and dyslexia practitioner certification to share age-appropriate resources, current information, and research-based training experiences to help educators feel more confident in teaching reading and writing so all their students can achieve! If you are not already receiving our biweekly Thursday newsletter, subscribe here:
Replay: Your HuddleTeach Game Plan - Out with the Old, In with the New!
Hi Reader!Welcome to the last newsletter of 2025! As is our tradition, this edition looks a bit different from our typical email. Not only is it more text-heavy, but also takes a look back at some of the 2025 literacy news and research that impacts you! (Don't want to read it all on a screen? Download the pdf from our Freebie Library!) We hope you have time during this break to relax and flip through our Freebie Library and the information below. We'll all be ready to hit the ground running in January! Stay tuned for: January 1: Resolutions, Of Course! (and January activities!) January 15: Mid-year Morphology Biggest policy change🛎️Redefining dyslexia International Dyslexia Association What to know: The former definition of dyslexia (a specific, neurological learning disability causing difficulties with accurate/fluent word recognition, poor spelling, and decoding, stemming from a phonological deficit often unexpected given other abilities and instruction, leading to secondary reading comprehension issues) was developed in 2002. Twenty-three years of additional research and practice have advanced the understanding of this disorder. The new (and very lengthy) definition of dyslexia is accessible through the link above. Additionally, a presentation is available here that further explains the differences, including the broadening of the definition beyond phonological deficits, the inclusion of additional causal factors, and recognition of resilience factors (instruction, support, perseverance, growth mindset, etc.) in reading achievement. Implications for teachers and reading specialists:
As this will be the working definition for future decisions about students' eligibility, spend some time reviewing the information on the links above. Biggest classroom change🛎️Goodbye cell phones December 1 research hinting its success What to know The first year after the Florida ban included higher disciplinary actions (most likely as students challenged phone bans) and stagnant scores; however, two years after the ban demonstrated, test scores jumped dramatically, especially for middle and high school males. Additionally, unexcused attendance dropped, raising the question of whether cell phones or attendance are the catalyst - or if the attendance is also tied to cell phone bans. Implications for teachers and reading specialists: If increased test scores are indeed a product of cell phone bans, and if your school participates in the ban (about 35 states currently have laws), perhaps your interventionist caseloads will see at least a stable number rather than the continuous increase! Biggest instruction change🛎️Use grade-level texts with striving readers Grade-level texts for struggling readers What to know With the realization that "frustration level" text may have been created based on questionable assumptions about student behavior (read more here and here), there is an ongoing shift to "grade level text," supported by the research linked above. Grade level text is defined as material with a complexity (vocabulary, syntax, concepts) appropriate for the average student at a specific school grade, determined by readability formulas such as Lexile or Flesch-Kincaid. These systems provide a range, not a specific number. Implications for teachers and reading specialists: When possible, use grade level text, rather than simplified text, to close the gap for students. Be sure to choose texts intentionally and pair them with targeted, supportive instruction to make them accessible to our struggling readers. Biggest influence🛎️AI is everywhere! AI contributes to cognitive atrophy Thoughtful AI Use in Literacy Instruction: Possibilities and Problems What to know In the first link, the MIT brain research study made a splash by showing the neurological changes between people who wrote from scratch and people who wrote from AI. The AI-assisted writers showed significantly lower brain activity than writers who worked without AI. In the second link, an article discusses the ability of AI tools to help teachers create personalized texts to practice a student's weakness. The key is to do so thoughtfully, checking the product created by AI with a fine-toothed comb. Implications for teachers and reading specialists: AI has already proven to be a game changer for teachers - producing IEP goals, learning targets, and texts that fit student interests. It must be used carefully, however, as it is full of mistakes. In all, AI will never replace good teachers and teaching, but used correctly, it can make your work more efficient! Watch for in 2026Focus on Middle School Literacy Interventions NWEA Assessment Dashboard and Data Literacy Reading meaningful texts and novels (UK) Less formulaic, more purposeful and correct writing We can't wait to see you in January with fresh ideas and resources! If you are viewing this email on the web, please join us! Subscribe today! We always appreciate your follows, likes, and subscribes on our social media channels! As an Amazon affiliate, links contained within provide me a small commission from the seller. We appreciate your support in this way! As always, you can trust that anything on our list is tried and approved by us! |
HuddleTeach
I’m Terri, and I help teachers who feel overwhelmed and unprepared for addressing the needs of older struggling readers overcome their panic and distress so they can make a bigger impact on their students. I use my 40 years’ experience, two master's degrees, and dyslexia practitioner certification to share age-appropriate resources, current information, and research-based training experiences to help educators feel more confident in teaching reading and writing so all their students can achieve! If you are not already receiving our biweekly Thursday newsletter, subscribe here:
Hi Reader! As a classroom teacher first—and later a reading interventionist—I’ve always stood firmly on the grade-level text hill. I believe in helping struggling readers reach proficiency as quickly as possible, so they can fully participate in the learning around them. In the past, that meant joining peers in thoughtful conversations about books and seeing themselves as capable readers. Those goals still matter—but the stakes are even higher today. Proficiency now also means passing state...
Hi Reader! You may have heard mixed opinions about including silent reading time in your classroom. But the truth is, “reading in your head” is a skill—and our striving readers need explicit instruction in how to do it well, even if independent reading time is limited. Every student, including those with the highest reading needs, can learn to read silently with purpose and stamina. Follow the path below to help them get there! Stay tuned for: February 26: Vocabulary Your Students Need March...
Hi Reader! We hope your return to school has been smooth and that you’re feeling recharged and ready to close those remaining reading gaps! As we move through the middle of the year, many students are ready to level up from syllable work to morphemic work. Morphemes are the smallest parts of words that still carry meaning—letter combinations, roots, and affixes. This is where decoding meets meaning, and it will supercharge your instruction! When students understand how words are built, they...