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Many parents of struggling readers ask the same question:
“How can I help my child become a more fluent reader at home?”
While there is no single activity that solves every reading difficulty, one technique has been helping struggling readers for decades. It is called the Neurological Impress Method (NIM). Despite the complicated name, the process is surprisingly simple and can be completed in just 10 to 15 minutes per day.
What Is the Neurological Impress Method?
The Neurological Impress Method was developed as a way to help struggling readers experience successful reading while receiving support from a more fluent reader. During the activity, the parent and child read the same text aloud together. The parent reads slightly louder and slightly ahead of the child while pointing to the words. The child follows along and attempts to match the parent’s pace, pronunciation, and expression. The goal is not perfection. The goal is to provide the child with a model of fluent reading while they actively participate in the reading process. Think of it as riding a bicycle with training wheels. The child is still doing the work, but the support allows them to experience success while developing confidence and fluency.
Why Does It Work?
Reading fluency requires several skills to work together:
Accurate word recognition
Automatic decoding
Appropriate reading rate
Expression and phrasing
Reading stamina
Many struggling readers spend so much energy figuring out individual words that they have little mental energy left for comprehension. The Neurological Impress Method provides immediate support while exposing the student to fluent reading patterns. Over time, many students begin to read more smoothly, recognize words more quickly, and develop greater confidence. Research has shown positive outcomes for many students who struggle with reading fluency, including students with dyslexia and other reading difficulties.*
How to Use the Neurological Impress Method at Home
Step 1: Choose the Right Book
Select a book that:
Interests your child
Is not overly difficult
Contains enough text for continuous reading
Can be completed in small sections
High-interest chapter books, nonfiction books, and graphic novels can all work well.
Step 2: Sit Side-by-Side
Sit next to your child rather than across from them. Both readers should be able to see the text easily.
Step 3: Read Together
Begin reading aloud at the same time.
As the parent:
Read slightly louder
Read slightly ahead
Maintain a comfortable pace
Use natural expression
Avoid stopping frequently to correct errors. The purpose is to keep the reading moving.
Step 4: Point to the Words
Use your finger to track the text as you read. This helps maintain attention and supports accurate visual tracking.
Step 5: Keep Sessions Short
Ten to fifteen minutes is usually enough. Consistency matters more than duration. A short session completed four or five times per week is often more beneficial than a single long session.
Common Mistakes to Avoid
Turning It Into a Test
Avoid constantly correcting mistakes. The activity should feel supportive, not stressful.
Choosing Text That Is Too Difficult
If your child becomes frustrated or stops participating, the text may be too challenging.
Reading Too Fast
The goal is supported success, not speed. Maintain a pace that allows your child to participate comfortably.
Who Benefits Most?
The Neurological Impress Method is often helpful for students who:
Read slowly and laboriously
Struggle with reading fluency
Have difficulty building reading confidence
Need additional practice between tutoring sessions
Have dyslexia or other reading-based learning difficulties
Final Thoughts
Parents often feel pressure to become reading teachers at home. Fortunately, helping your child become a stronger reader does not always require complicated programs or specialized training. The Neurological Impress Method provides a simple way to support reading fluency, confidence, and engagement in just a few minutes each day. When combined with explicit reading instruction and consistent practice, this technique can become a valuable part of a child’s reading growth journey.
* Hudson, A. K., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2020).Fluency Interventions for Elementary Students with Reading Difficulties: A Systematic Review. Education Sciences, 10(3), 52.
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Parents researching reading difficulties often encounter the phrase Science of Reading. It appears in educational articles, school improvement plans, teacher training programs, and discussions about dyslexia intervention. But what exactly does it mean?
Simply put, the Science of Reading refers to decades of research examining how the brain learns to read and which instructional practices are most effective for helping students become skilled readers.
Rather than being a single program or curriculum, the Science of Reading is a large body of scientific evidence drawn from education, psychology, linguistics, neuroscience, and cognitive science.
Reading Is Not a Natural Process
Unlike spoken language, reading is not something the human brain develops automatically. Children naturally learn to speak through exposure and interaction. Reading is different. To become successful readers, students must learn how spoken sounds connect to written letters and patterns. This process requires explicit instruction and practice.
Research has consistently shown that many students benefit from direct instruction in foundational reading skills rather than being expected to discover these skills independently.
The Five Pillars of Reading
The National Reading Panel identified five essential components of effective reading instruction.
Fluent readers read accurately, smoothly, and with appropriate expression. When students become more fluent, they can devote more mental energy to understanding what they read rather than focusing solely on decoding individual words.
All of the other reading skills work together to support comprehension.
What About Dyslexia?
One reason the Science of Reading has gained attention is its strong connection to dyslexia intervention.
Research shows that many students with dyslexia benefit from:
Explicit instruction
Structured literacy
Systematic phonics instruction
Frequent review and practice
These principles align closely with what research has identified as effective reading instruction.
The Science of Reading Is Not a Program
This is one of the biggest misconceptions. The Science of Reading is not a specific curriculum, commercial program, or single instructional method. Instead, it is the research that helps educators determine which instructional approaches are most effective.
Many programs incorporate principles from the Science of Reading, but no single program owns the research.
How Colorado Reading Center Uses the Science of Reading
At Colorado Reading Center, our instructional approach incorporates many principles supported by the Science of Reading.
Instruction is:
Explicit
Systematic
Individualized
Assessment-driven
Focused on measurable progress
We combine evidence-based practices with ongoing assessment and progress monitoring to ensure instruction addresses each student’s unique needs. Rather than following a single program for every learner, we use research-supported instructional strategies to build individualized plans designed around the student.
The Goal Is Reading Success
The Science of Reading is not about choosing sides in educational debates. It is not about advocating or selling a specific instructional program or curriculum. It is about understanding how students learn to read and using that knowledge to provide effective instruction. When instruction is guided by research, tailored to the learner, and delivered consistently, students can develop the skills, confidence, and independence needed for lifelong reading success.
At Colorado Reading Center, our instructional approach incorporates many principles supported by the Science of Reading. Students receive one-on-one instruction, ongoing progress monitoring, written session notes, and individualized lesson planning designed around their specific needs and goals.
Is the Science of Reading a Program?
No. The Science of Reading is not a specific curriculum, textbook, or commercial program. Instead, it is a large body of research that examines how students learn to read and which instructional practices are most effective. Programs such as Orton-Gillingham, Barton, Wilson, and Really Great Reading may incorporate principles supported by the Science of Reading, but no single program owns the research. At Colorado Reading Center, we use evidence-based instructional practices informed by reading research while individualizing instruction to meet each student’s needs.
Is Orton-Gillingham Part of the Science of Reading?
Orton-Gillingham is not the Science of Reading itself, but many of its instructional principles align closely with research-supported reading practices. Orton-Gillingham emphasizes explicit instruction, systematic phonics, multisensory learning, and cumulative review. These elements are consistent with many findings within the Science of Reading. At Colorado Reading Center, we incorporate many structured literacy practices found in Orton-Gillingham while maintaining the flexibility to draw from additional evidence-based approaches when appropriate.
Do You Use Barton Reading & Spelling?
Colorado Reading Center is not limited to a single reading program. However, we utilize many instructional principles that parents may recognize from programs such as Barton Reading & Spelling, including explicit instruction, systematic skill development, cumulative review, and diagnostic teaching. Our goal is to provide individualized instruction based on assessment data and student needs rather than following a predetermined sequence for every learner.
Do You Use Seeing Stars or Visualizing and Verbalizing?
Many students benefit from imagery-based instruction to support reading, spelling, fluency, and comprehension. Colorado Reading Center incorporates strategies inspired by programs such as Seeing Stars and Visualizing and Verbalizing when they align with a student’s instructional needs. Our focus is always on selecting the techniques that best support learning rather than requiring every student to follow the same program.
What Reading Programs Do You Use?
Colorado Reading Center draws from a variety of research-based instructional approaches. The Phonological Analysis with Synthetic Phonics (PASP) Programuses a multi-sensory approach to teach students how to hear, feel, and name sounds in words. Through structured phonics lessons, designed to develop phonological processing, students learn to connect sounds with letters. This flexibility allows us to develop individualized instructional plans based on assessment results, student needs, and ongoing progress monitoring.
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Parents often ask whether Colorado Reading Center uses Orton-Gillingham, Barton Reading & Spelling, Wilson Reading System, Seeing Stars, Really Great Reading, or other well-known literacy programs. The answer is both simple and important:
We draw from many research-based programs and approaches rather than limiting instruction to a single program.
What Do These Programs Have in Common?
Programs such as Orton-Gillingham, Barton, Wilson, Really Great Reading, and Seeing Stars share many important characteristics. They emphasize explicit instruction, systematic skill development, structured practice, and ongoing review. Many are grounded in principles supported by the science of reading and have helped countless students develop stronger literacy skills. At Colorado Reading Center, we value many of the instructional practices found within these programs.
The Challenge With Following Only One Program
Every student is different. Some students struggle primarily with decoding. Others have difficulty with spelling, reading fluency, comprehension, vocabulary, visual imagery, language processing, or written expression. While a single program may be highly effective for one student, it may not address every area of need for another.
A program is a tool. Effective instruction requires selecting the right tools for the individual student.
A Flexible, Individualized Approach
Rather than following a single scripted sequence for every student, Colorado Reading Center develops instruction based on assessment data, student performance, and ongoing progress monitoring.
Our clinicians incorporate instructional techniques and activities inspired by these well know programs. This flexibility allows us to target the specific skills each student needs while adapting instruction as progress occurs.
Why Flexibility Matters
Imagine two students who both struggle with reading. One student may need intensive work in phonemic awareness and decoding. Another student may decode accurately but struggle to create mental imagery, understand text, and answer comprehension questions. Although both students have reading difficulties, they require very different instructional plans. A one-size-fits-all program may not fully address both students’ needs.
By combining proven instructional methods, we can build a plan that matches the learner rather than forcing the learner to fit the program.
Progress Drives Instruction
At Colorado Reading Center, instructional decisions are guided by ongoing assessment and progress monitoring. As students develop new skills, instruction evolves to match their changing needs. This allows us to provide targeted support while maintaining a clear focus on measurable growth.
Our goal is not to deliver a particular program. Our goal is to help students become stronger, more confident readers.
The Best Program Is the One That Meets the Student’s Needs
Orton-Gillingham, Barton, Wilson, Seeing Stars, Really Great Reading, and other structured literacy programs have contributed valuable ideas to the field of reading instruction.
Rather than asking which program is best, we believe a better question is: “What does this student need right now?”
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Building strong reading skills doesn’t have to feel like homework. With the right tools, students can practice phonics, decoding, spelling, and comprehension in playful, meaningful ways. Each resource below aligns with the Science of Reading and supports key literacy areas such as phonological awareness, orthographic mapping, vocabulary, and fluency
Created by a doctor who overcame dyslexia, Starfall offers interactive games, songs, and books for grades K-5. Each activity is research-based and supports early literacy through systematic phonics practice and engaging repetition.
After creating a free account, families can access an extensive library of reading games organized by grade level and skill area. It’s a great option for reinforcing comprehension and vocabulary between tutoring sessions.
Covering pre-K through 12th grade, IXL combines quizzes, games, and progress tracking to help students master phonics, grammar, and comprehension at their own pace.
ABCya remains a classroom favorite for a reason — free, grade-based games that reinforce phonics, vocabulary, and fluency. Many games also integrate typing and grammar skills, making them a fun way to multitask learning.
Simple and teacher-friendly, this site includes printable phonics games, decodable books, and worksheets for emergent readers. It’s perfect for hands-on literacy centers or home practice.
Also known as LearningWorks for Kids, this site builds spelling, phonics, and working memory skills through no-login games. Students can practice sound-symbol correspondence and word analysis while having fun.
With thousands of digital books and interactive lessons, Reading Eggs motivates young learners to read more often. Parents can track growth over time through a structured, phonics-based progression. Includes a free 30-day trial.
All of these programs support key Science of Reading principles:
Phonemic awareness: recognizing and manipulating sounds in words.
Phonics and decoding: connecting letters and sounds systematically.
Fluency and comprehension: practicing reading smoothly and with meaning.
Vocabulary and spelling: reinforcing orthographic patterns through repetition and context.
Digital practice never replaces structured instruction — but it strengthens the foundation students build in one-on-one sessions. Used consistently, these tools can boost motivation, confidence, and reading independence.
Final Tip for Families
Pick two or three platforms to rotate each week. Pair 10–15 minutes of focused play with guided reading or structured literacy activities for the best results.
Happy Reading,
-CRC
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Create custom decks of phonemes and blends to strengthen decoding and blending. Excellent for students learning to connect sounds to letters.
Planet Lettera (Free on iTunes, ages 5+)
Students build and feed words to friendly monsters, practicing sound-letter connections in a game-based world. Perfect for early readers exploring phonemic awareness.
Pocket Phonics ($6.99, iTunes)
A systematic app that teaches letter sounds, handwriting, and decoding, closely aligned with the Science of Reading.
Sortegories (Subscription; available on iTunes, Android, and desktop)
Supports encoding, decoding, and vocabulary in context through word-sorting games that help build fluency and comprehension.
Spelling and Word Study Apps
Spelling Star ($1.99, Apple)
Upload or create custom spelling lists and track student progress. Students receive instant feedback and can review missed words for mastery.
A+ Spelling Test (Free)
Quickly build your own spelling tests with recorded word prompts. Simple and flexible for practicing high-frequency and decodable words.
SpellBoard ($4.99, Apple)
Add sentences, hints, or voice prompts to provide context for each spelling word. Ideal for grades 1–5 and students who benefit from auditory supports.
Mystery Word Town ($3.99, Apple)
Solve fun mysteries by spelling words correctly to unlock clues. You can add sight words or custom lists to personalize the challenge.
Night Zookeeper (7-Day Trial, Annual Membership)
Combines creative writing, spelling, and grammar in a colorful story world. Ideal for ages 6–12, it turns literacy practice into an adventure.
DoodleSpell (Free Trial, then Monthly Subscription)
Allows users to customize word lists, track progress, and reinforce spelling patterns. Designed for students ages 5–11.
Digital practice never replaces structured instruction — but it strengthens the foundation students build in one-on-one sessions. Used consistently, these tools can boost motivation, confidence, and reading independence.
Final Tip for Families
Pick two or three platforms to rotate each week. Pair 10–15 minutes of focused play with guided reading or structured literacy activities for the best results.
Happy Reading,
-CRC
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Colorado’s READ Act (Reading to Ensure Academic Development) is aimed at ensuring students with significant reading deficiencies are identified and supported. Under this legislation, struggling students should be identified and receive the support they need to become proficient readers by the end of third grade. The law requires schools to identify students with significant reading deficiencies and create READ plans for intervention.
Colorado Senate Bill 25-200 expanded the READ Act:
This bill expands the state’s READ Act to include mandatory dyslexia screening for all public-school students in kindergarten through third grade. Starting the 2027–2028 school year, schools must screen for key reading skills like phonological awareness and decoding. Parents will be notified if concerns arise, including signs of dyslexia, and schools must offer a targeted intervention plan. Teachers can now openly discuss dyslexia in meetings and reports. While there are no legal penalties for non-compliance, schools risk losing READ Act funding if they don’t meet these new requirements.
Understanding your child’s rights and the school’s responsibilities under this law can help you advocate more effectively for your child. Colorado Reading Center is here to help you navigate that process. While the READ Act has improved awareness, intervention and district implementation of support varies. Also, there are few repercussions for failing to identify or support struggling students. Supplementing with private support may be necessary if school services are limited.
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On May 23, 2025, Colorado signed Senate Bill 25-200 into law, expanding the Colorado READ Act to include formal dyslexia screening and support. By the 2027–2028 school year, all public schools will be required to fully implement the new provisions .
Why This Matters
The goal of the bill is simple but powerful: early identification and intervention. Research shows that when children with dyslexia are recognized early, they can get the right support and have a far stronger chance of keeping pace with their peers.
Key Changes Families Should Know
1. Universal Screening
Kindergarten: All students will be screened in the final 90 days of the school year.
Grades 1–3: Students will be screened within the first 90 days of the school year .
2. What the Screening Looks At
Schools must use research-based screeners that check for:
Phonological awareness
Alphabetic principle
Decoding skills
These are the core areas where children with dyslexia often show early challenges .
3. Expanded Definition of Reading Deficiency
The law broadens what counts as a “reading deficiency” to include:
Dyslexia characteristics (like spelling and decoding struggles)
Teacher and parent observations
Diagnostic tools and educational history
For the first time, teachers can explicitly use the word dyslexia in reports and conversations with families .
4. Parent Notification & Support
If a child shows risk factors, schools must:
Notify parents promptly
Explain the concerns clearly (including dyslexia risk)
Provide a targeted intervention plan with evidence-based supports
Recommended Dyslexia Screeners
While the bill doesn’t mandate one tool, screeners must be valid, reliable, and developmentally appropriate. Common examples include:
Acadience Reading (DIBELS)
Shaywitz DyslexiaScreen
CTOPP (Comprehensive Test of Phonological Processing)
PASS or PALS
What Happens If Schools Don’t Comply?
There are no direct legal penalties, but compliance is tied to READ Act funding. Schools that fail to implement screening could face scrutiny or risk losing funds from the Colorado Department of Education .
The Bottom Line
This new law is a big step forward for Colorado families. It:
Makes dyslexia screening a universal practice in early grades
Promotes clear, open communication with parents
Ensures earlier, evidence-based interventions for struggling readers
For parents, it means better awareness, stronger advocacy, and a clearer path to support if your child shows signs of dyslexia.
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As a parent, you know your child best. If your child is struggling more than expected in school, you might be wondering what support is available. In Colorado, families have the right to ask their school district for a formal evaluation to see if their child qualifies for special education services through an Individualized Education Program (IEP) or accommodations under a 504 Plan.
Knowing where to start can feel overwhelming, but the good news is that Colorado offers clear procedures, resources, and parent supports to guide you every step of the way. Below are some key differences between each service and some help on how to get started.
Section 504 Plan
Based on Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination on the basis of disability.
Ensures that a student with a disability has equal access to education and school programs by providing accommodations and supports.
Accommodations might include preferential seating, extended time on tests, breaks, use of assistive technology, modified assignments, etc.
Governed under the Individuals with Disabilities Education Act (IDEA).
An IEP is a legally binding document that spells out special education services, supports, and modifications your child needs to make progress in school.
It describes your child’s current performance, measurable goals, how those goals will be assessed, and when/where services will be delivered.
Broad definition of disability; substantial limitation in one or more life activity (e.g., learning)
Must meet IDEA’s criteria (one of the categories) and need special education to benefit from school
Type of support
Accommodations and supports in general education
Specialized instruction, related services, accommodations/modifications
Academic goals or benchmarks
Typically no (or less detailed) goals
Yes — annual goals, progress measurement
Team and process
Usually a 504 team (teacher, admin, parent)
Formal IEP team (parents, teachers, specialists, administrator)
Frequency of review
Varies (often annually)
At least annually; full reevaluation every 3 years (or more frequently if needed)
Scope of protections
Includes access to extracurriculars, nonacademic settings, discrimination protections
Also includes protections but more focused on instruction and educational progress
What to Expect and What Parents Should Do
Getting Started / Eligibility
You or your child’s teacher can request an evaluation if you suspect the child has a disability or learning difficulty by contacting the school district’s Child Find or Special Education Department. (For IEP, it’s a full identification under IDEA.) https://www.cde.state.co.us/cdesped/referralresourcefamilies
Some districts have an intake / referral form that parents can fill out (e.g. DPS’s Child Find has an “intake form” online). https://ess.dpsk12.org/page/child-find
Development
For an IEP, the IEP team meets to write the plan, including goals, services, accommodations, and how progress will be reported.
For a 504 plan, the team decides what accommodations and supports are needed to give your child equal access.
Implementation and Monitoring
Parents should stay involved: ask for progress reports, observe how supports are working, and request changes if needed.
Both plans should be reviewed periodically. For IEPs, there is at least an annual review and triennial reevaluation.
If you disagree with decisions, you have the right to due process, mediation, or an impartial hearing (for both 504 and IEP).
Why They Matter
Promote access and equity. These plans help reduce barriers so children with disabilities can engage meaningfully in school and reach their potential.
Reduce unnecessary frustration. With appropriate supports, a child may be better able to demonstrate their true strengths and keep pace with peers.
Legal protection. These are not merely helpful — they are rights guaranteed by law.
Navigating the world of resources and services can be daunting. Feel free to reach out the the Colorado Reading Center if you have any questions about this process or would like to start with an academic assessment to get an accurate measure of you child’s reading skills.
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What is Dyslexia and Correct Reading Intervention?
/in General /by ColoradoReadingWatch Colorado Reading Center Director Robert Windle’s interview with the Colorado Neurodiversity Chamber of Commerce for Dyslexia Awareness Month.
Concerned your child may be struggling with dyslexia or reading?
Learn what to look for—and how the right support can make a difference.
Schedule a Consultation
In this interview, Robert explains how dyslexia impacts reading development and what parents can do to support their child.
Every child learns differently—and the right approach matters.
At Colorado Reading Center, we use structured, evidence-based instruction to help struggling readers build lasting skills.
Get Help for Your Reader
We support students across the Denver area, both in-person and online.
Early identification and support can change a child’s trajectory.
If you have concerns about your child’s reading development, we’re here to help.
✔ One-on-one instruction
✔ Structured literacy approach
✔ Dyslexia-informed support
Schedule a Consultation Today
Road Trip Games That Strengthen Reading Skills
/in General, Tips & Tools for Home /by ColoradoReadingThe Neurological Impress Method (NIM): A Simple Reading Strategy Parents Can Use at Home
/in Tips & Tools for Home /by ColoradoReadingMany parents of struggling readers ask the same question:
“How can I help my child become a more fluent reader at home?”
While there is no single activity that solves every reading difficulty, one technique has been helping struggling readers for decades. It is called the Neurological Impress Method (NIM). Despite the complicated name, the process is surprisingly simple and can be completed in just 10 to 15 minutes per day.
What Is the Neurological Impress Method?
The Neurological Impress Method was developed as a way to help struggling readers experience successful reading while receiving support from a more fluent reader. During the activity, the parent and child read the same text aloud together. The parent reads slightly louder and slightly ahead of the child while pointing to the words. The child follows along and attempts to match the parent’s pace, pronunciation, and expression. The goal is not perfection. The goal is to provide the child with a model of fluent reading while they actively participate in the reading process. Think of it as riding a bicycle with training wheels. The child is still doing the work, but the support allows them to experience success while developing confidence and fluency.
Why Does It Work?
Reading fluency requires several skills to work together:
Many struggling readers spend so much energy figuring out individual words that they have little mental energy left for comprehension. The Neurological Impress Method provides immediate support while exposing the student to fluent reading patterns. Over time, many students begin to read more smoothly, recognize words more quickly, and develop greater confidence. Research has shown positive outcomes for many students who struggle with reading fluency, including students with dyslexia and other reading difficulties.*
How to Use the Neurological Impress Method at Home
Step 1: Choose the Right Book
Select a book that:
High-interest chapter books, nonfiction books, and graphic novels can all work well.
Step 2: Sit Side-by-Side
Sit next to your child rather than across from them. Both readers should be able to see the text easily.
Step 3: Read Together
Begin reading aloud at the same time.
As the parent:
Avoid stopping frequently to correct errors. The purpose is to keep the reading moving.
Step 4: Point to the Words
Use your finger to track the text as you read. This helps maintain attention and supports accurate visual tracking.
Step 5: Keep Sessions Short
Ten to fifteen minutes is usually enough. Consistency matters more than duration. A short session completed four or five times per week is often more beneficial than a single long session.
Common Mistakes to Avoid
Turning It Into a Test
Avoid constantly correcting mistakes. The activity should feel supportive, not stressful.
Choosing Text That Is Too Difficult
If your child becomes frustrated or stops participating, the text may be too challenging.
Reading Too Fast
The goal is supported success, not speed. Maintain a pace that allows your child to participate comfortably.
Who Benefits Most?
The Neurological Impress Method is often helpful for students who:
Final Thoughts
Parents often feel pressure to become reading teachers at home. Fortunately, helping your child become a stronger reader does not always require complicated programs or specialized training. The Neurological Impress Method provides a simple way to support reading fluency, confidence, and engagement in just a few minutes each day. When combined with explicit reading instruction and consistent practice, this technique can become a valuable part of a child’s reading growth journey.
* Hudson, A. K., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2020). Fluency Interventions for Elementary Students with Reading Difficulties: A Systematic Review. Education Sciences, 10(3), 52.
What is the Science of Reading?
/in The Science of Reading /by ColoradoReadingWhat Is the Science of Reading?
Parents researching reading difficulties often encounter the phrase Science of Reading. It appears in educational articles, school improvement plans, teacher training programs, and discussions about dyslexia intervention. But what exactly does it mean?
Simply put, the Science of Reading refers to decades of research examining how the brain learns to read and which instructional practices are most effective for helping students become skilled readers.
Rather than being a single program or curriculum, the Science of Reading is a large body of scientific evidence drawn from education, psychology, linguistics, neuroscience, and cognitive science.
Reading Is Not a Natural Process
Unlike spoken language, reading is not something the human brain develops automatically. Children naturally learn to speak through exposure and interaction. Reading is different. To become successful readers, students must learn how spoken sounds connect to written letters and patterns. This process requires explicit instruction and practice.
Research has consistently shown that many students benefit from direct instruction in foundational reading skills rather than being expected to discover these skills independently.
The Five Pillars of Reading
The National Reading Panel identified five essential components of effective reading instruction.
1. Phonemic Awareness
Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words.
Examples include:
This skill forms the foundation for learning to decode words.
2. Phonics
Phonics teaches the relationship between sounds and letters.
Students learn:
Strong phonics instruction helps students read unfamiliar words independently.
3. Reading Fluency
Fluent readers read accurately, smoothly, and with appropriate expression. When students become more fluent, they can devote more mental energy to understanding what they read rather than focusing solely on decoding individual words.
4. Vocabulary
Students must understand the meaning of words in order to understand text.
Vocabulary grows through:
A strong vocabulary supports both reading comprehension and written expression.
5. Reading Comprehension
The ultimate goal of reading is understanding.
Comprehension involves:
All of the other reading skills work together to support comprehension.
What About Dyslexia?
One reason the Science of Reading has gained attention is its strong connection to dyslexia intervention.
Research shows that many students with dyslexia benefit from:
These principles align closely with what research has identified as effective reading instruction.
The Science of Reading Is Not a Program
This is one of the biggest misconceptions. The Science of Reading is not a specific curriculum, commercial program, or single instructional method. Instead, it is the research that helps educators determine which instructional approaches are most effective.
Many programs incorporate principles from the Science of Reading, but no single program owns the research.
How Colorado Reading Center Uses the Science of Reading
At Colorado Reading Center, our instructional approach incorporates many principles supported by the Science of Reading.
Instruction is:
We combine evidence-based practices with ongoing assessment and progress monitoring to ensure instruction addresses each student’s unique needs. Rather than following a single program for every learner, we use research-supported instructional strategies to build individualized plans designed around the student.
The Goal Is Reading Success
The Science of Reading is not about choosing sides in educational debates. It is not about advocating or selling a specific instructional program or curriculum. It is about understanding how students learn to read and using that knowledge to provide effective instruction. When instruction is guided by research, tailored to the learner, and delivered consistently, students can develop the skills, confidence, and independence needed for lifelong reading success.
At Colorado Reading Center, our instructional approach incorporates many principles supported by the Science of Reading. Students receive one-on-one instruction, ongoing progress monitoring, written session notes, and individualized lesson planning designed around their specific needs and goals.
Is the Science of Reading a Program?
No. The Science of Reading is not a specific curriculum, textbook, or commercial program. Instead, it is a large body of research that examines how students learn to read and which instructional practices are most effective. Programs such as Orton-Gillingham, Barton, Wilson, and Really Great Reading may incorporate principles supported by the Science of Reading, but no single program owns the research. At Colorado Reading Center, we use evidence-based instructional practices informed by reading research while individualizing instruction to meet each student’s needs.
Is Orton-Gillingham Part of the Science of Reading?
Orton-Gillingham is not the Science of Reading itself, but many of its instructional principles align closely with research-supported reading practices. Orton-Gillingham emphasizes explicit instruction, systematic phonics, multisensory learning, and cumulative review. These elements are consistent with many findings within the Science of Reading. At Colorado Reading Center, we incorporate many structured literacy practices found in Orton-Gillingham while maintaining the flexibility to draw from additional evidence-based approaches when appropriate.
Do You Use Barton Reading & Spelling?
Colorado Reading Center is not limited to a single reading program. However, we utilize many instructional principles that parents may recognize from programs such as Barton Reading & Spelling, including explicit instruction, systematic skill development, cumulative review, and diagnostic teaching. Our goal is to provide individualized instruction based on assessment data and student needs rather than following a predetermined sequence for every learner.
Do You Use Seeing Stars or Visualizing and Verbalizing?
Many students benefit from imagery-based instruction to support reading, spelling, fluency, and comprehension. Colorado Reading Center incorporates strategies inspired by programs such as Seeing Stars and Visualizing and Verbalizing when they align with a student’s instructional needs. Our focus is always on selecting the techniques that best support learning rather than requiring every student to follow the same program.
What Reading Programs Do You Use?
Colorado Reading Center draws from a variety of research-based instructional approaches. The Phonological Analysis with Synthetic Phonics (PASP) Program uses a multi-sensory approach to teach students how to hear, feel, and name sounds in words. Through structured phonics lessons, designed to develop phonological processing, students learn to connect sounds with letters. This flexibility allows us to develop individualized instructional plans based on assessment results, student needs, and ongoing progress monitoring.
What is the best reading intervention program?
/in The Science of Reading /by ColoradoReadingWhy We Don’t Follow Just One Reading Program
Parents often ask whether Colorado Reading Center uses Orton-Gillingham, Barton Reading & Spelling, Wilson Reading System, Seeing Stars, Really Great Reading, or other well-known literacy programs. The answer is both simple and important:
We draw from many research-based programs and approaches rather than limiting instruction to a single program.
What Do These Programs Have in Common?
Programs such as Orton-Gillingham, Barton, Wilson, Really Great Reading, and Seeing Stars share many important characteristics. They emphasize explicit instruction, systematic skill development, structured practice, and ongoing review. Many are grounded in principles supported by the science of reading and have helped countless students develop stronger literacy skills. At Colorado Reading Center, we value many of the instructional practices found within these programs.
The Challenge With Following Only One Program
Every student is different. Some students struggle primarily with decoding. Others have difficulty with spelling, reading fluency, comprehension, vocabulary, visual imagery, language processing, or written expression. While a single program may be highly effective for one student, it may not address every area of need for another.
A program is a tool. Effective instruction requires selecting the right tools for the individual student.
A Flexible, Individualized Approach
Rather than following a single scripted sequence for every student, Colorado Reading Center develops instruction based on assessment data, student performance, and ongoing progress monitoring.
Our clinicians incorporate instructional techniques and activities inspired by these well know programs. This flexibility allows us to target the specific skills each student needs while adapting instruction as progress occurs.
Why Flexibility Matters
Imagine two students who both struggle with reading. One student may need intensive work in phonemic awareness and decoding. Another student may decode accurately but struggle to create mental imagery, understand text, and answer comprehension questions. Although both students have reading difficulties, they require very different instructional plans. A one-size-fits-all program may not fully address both students’ needs.
By combining proven instructional methods, we can build a plan that matches the learner rather than forcing the learner to fit the program.
Progress Drives Instruction
At Colorado Reading Center, instructional decisions are guided by ongoing assessment and progress monitoring. As students develop new skills, instruction evolves to match their changing needs. This allows us to provide targeted support while maintaining a clear focus on measurable growth.
Our goal is not to deliver a particular program. Our goal is to help students become stronger, more confident readers.
The Best Program Is the One That Meets the Student’s Needs
Orton-Gillingham, Barton, Wilson, Seeing Stars, Really Great Reading, and other structured literacy programs have contributed valuable ideas to the field of reading instruction.
Rather than asking which program is best, we believe a better question is: “What does this student need right now?”
By drawing from multiple evidence-based approaches, Colorado Reading Center is able to provide individualized instruction designed around the student rather than around a single curriculum. Because ultimately, students learn best when instruction is built to fit their needs.
Websites That Strengthen Reading Skills
/in General /by ColoradoReadingBuilding strong reading skills doesn’t have to feel like homework. With the right tools, students can practice phonics, decoding, spelling, and comprehension in playful, meaningful ways. Each resource below aligns with the Science of Reading and supports key literacy areas such as phonological awareness, orthographic mapping, vocabulary, and fluency
Starfall Education
Created by a doctor who overcame dyslexia, Starfall offers interactive games, songs, and books for grades K-5. Each activity is research-based and supports early literacy through systematic phonics practice and engaging repetition.
Education.com
After creating a free account, families can access an extensive library of reading games organized by grade level and skill area. It’s a great option for reinforcing comprehension and vocabulary between tutoring sessions.
IXL Language Arts
Covering pre-K through 12th grade, IXL combines quizzes, games, and progress tracking to help students master phonics, grammar, and comprehension at their own pace.
ABCya!
ABCya remains a classroom favorite for a reason — free, grade-based games that reinforce phonics, vocabulary, and fluency. Many games also integrate typing and grammar skills, making them a fun way to multitask learning.
Phonics and Stuff
Simple and teacher-friendly, this site includes printable phonics games, decodable books, and worksheets for emergent readers. It’s perfect for hands-on literacy centers or home practice.
Spelling City
Also known as LearningWorks for Kids, this site builds spelling, phonics, and working memory skills through no-login games. Students can practice sound-symbol correspondence and word analysis while having fun.
Reading Eggs
With thousands of digital books and interactive lessons, Reading Eggs motivates young learners to read more often. Parents can track growth over time through a structured, phonics-based progression. Includes a free 30-day trial.
All of these programs support key Science of Reading principles:
Phonemic awareness: recognizing and manipulating sounds in words.
Phonics and decoding: connecting letters and sounds systematically.
Fluency and comprehension: practicing reading smoothly and with meaning.
Vocabulary and spelling: reinforcing orthographic patterns through repetition and context.
Digital practice never replaces structured instruction — but it strengthens the foundation students build in one-on-one sessions. Used consistently, these tools can boost motivation, confidence, and reading independence.
Final Tip for Families
Pick two or three platforms to rotate each week. Pair 10–15 minutes of focused play with guided reading or structured literacy activities for the best results.
Happy Reading,
-CRC
Apps That Strengthen Reading Skills
/in General /by ColoradoReadingApps for Phonics and Word Building
Blending Board (Free on iTunes)
Create custom decks of phonemes and blends to strengthen decoding and blending. Excellent for students learning to connect sounds to letters.
Planet Lettera (Free on iTunes, ages 5+)
Students build and feed words to friendly monsters, practicing sound-letter connections in a game-based world. Perfect for early readers exploring phonemic awareness.
Pocket Phonics ($6.99, iTunes)
A systematic app that teaches letter sounds, handwriting, and decoding, closely aligned with the Science of Reading.
Sortegories (Subscription; available on iTunes, Android, and desktop)
Supports encoding, decoding, and vocabulary in context through word-sorting games that help build fluency and comprehension.
Spelling and Word Study Apps
Spelling Star ($1.99, Apple)
Upload or create custom spelling lists and track student progress. Students receive instant feedback and can review missed words for mastery.
A+ Spelling Test (Free)
Quickly build your own spelling tests with recorded word prompts. Simple and flexible for practicing high-frequency and decodable words.
SpellBoard ($4.99, Apple)
Add sentences, hints, or voice prompts to provide context for each spelling word. Ideal for grades 1–5 and students who benefit from auditory supports.
Mystery Word Town ($3.99, Apple)
Solve fun mysteries by spelling words correctly to unlock clues. You can add sight words or custom lists to personalize the challenge.
Night Zookeeper (7-Day Trial, Annual Membership)
Combines creative writing, spelling, and grammar in a colorful story world. Ideal for ages 6–12, it turns literacy practice into an adventure.
DoodleSpell (Free Trial, then Monthly Subscription)
Allows users to customize word lists, track progress, and reinforce spelling patterns. Designed for students ages 5–11.
Digital practice never replaces structured instruction — but it strengthens the foundation students build in one-on-one sessions. Used consistently, these tools can boost motivation, confidence, and reading independence.
Final Tip for Families
Pick two or three platforms to rotate each week. Pair 10–15 minutes of focused play with guided reading or structured literacy activities for the best results.
Happy Reading,
-CRC
Colorado READ Act (Reading to Ensure Academic Development)
/in General, Resources /by ColoradoReadingREAD Act Basics:
Colorado’s READ Act (Reading to Ensure Academic Development) is aimed at ensuring students with significant reading deficiencies are identified and supported. Under this legislation, struggling students should be identified and receive the support they need to become proficient readers by the end of third grade. The law requires schools to identify students with significant reading deficiencies and create READ plans for intervention.
Colorado Senate Bill 25-200 expanded the READ Act:
This bill expands the state’s READ Act to include mandatory dyslexia screening for all public-school students in kindergarten through third grade. Starting the 2027–2028 school year, schools must screen for key reading skills like phonological awareness and decoding. Parents will be notified if concerns arise, including signs of dyslexia, and schools must offer a targeted intervention plan. Teachers can now openly discuss dyslexia in meetings and reports. While there are no legal penalties for non-compliance, schools risk losing READ Act funding if they don’t meet these new requirements.
Understanding your child’s rights and the school’s responsibilities under this law can help you advocate more effectively for your child. Colorado Reading Center is here to help you navigate that process. While the READ Act has improved awareness, intervention and district implementation of support varies. Also, there are few repercussions for failing to identify or support struggling students. Supplementing with private support may be necessary if school services are limited.
Colorado Expands Dyslexia Screening: What Parents Need to Know
/in General /by ColoradoReadingOn May 23, 2025, Colorado signed Senate Bill 25-200 into law, expanding the Colorado READ Act to include formal dyslexia screening and support. By the 2027–2028 school year, all public schools will be required to fully implement the new provisions .
Why This Matters
The goal of the bill is simple but powerful: early identification and intervention. Research shows that when children with dyslexia are recognized early, they can get the right support and have a far stronger chance of keeping pace with their peers.
Key Changes Families Should Know
1. Universal Screening
Kindergarten: All students will be screened in the final 90 days of the school year.
Grades 1–3: Students will be screened within the first 90 days of the school year .
2. What the Screening Looks At
Schools must use research-based screeners that check for:
Phonological awareness
Alphabetic principle
Decoding skills
These are the core areas where children with dyslexia often show early challenges .
3. Expanded Definition of Reading Deficiency
The law broadens what counts as a “reading deficiency” to include:
Dyslexia characteristics (like spelling and decoding struggles)
Teacher and parent observations
Diagnostic tools and educational history
For the first time, teachers can explicitly use the word dyslexia in reports and conversations with families .
4. Parent Notification & Support
If a child shows risk factors, schools must:
Notify parents promptly
Explain the concerns clearly (including dyslexia risk)
Provide a targeted intervention plan with evidence-based supports
Recommended Dyslexia Screeners
While the bill doesn’t mandate one tool, screeners must be valid, reliable, and developmentally appropriate. Common examples include:
Acadience Reading (DIBELS)
Shaywitz DyslexiaScreen
CTOPP (Comprehensive Test of Phonological Processing)
PASS or PALS
What Happens If Schools Don’t Comply?
There are no direct legal penalties, but compliance is tied to READ Act funding. Schools that fail to implement screening could face scrutiny or risk losing funds from the Colorado Department of Education .
The Bottom Line
This new law is a big step forward for Colorado families. It:
Makes dyslexia screening a universal practice in early grades
Promotes clear, open communication with parents
Ensures earlier, evidence-based interventions for struggling readers
For parents, it means better awareness, stronger advocacy, and a clearer path to support if your child shows signs of dyslexia.
You can read the full signed bill here: https://leg.colorado.gov/sites/default/files/2025a_200_signed.pdf
What Parents Should Know About 504 Plans and IEPs
/in Tips & Tools for Home /by ColoradoReadingAs a parent, you know your child best. If your child is struggling more than expected in school, you might be wondering what support is available. In Colorado, families have the right to ask their school district for a formal evaluation to see if their child qualifies for special education services through an Individualized Education Program (IEP) or accommodations under a 504 Plan.
The process often begins with a written request to your child’s school or the district’s Child Find office. From there, the school will gather information, conduct assessments (with your consent), and meet with you to discuss whether your child qualifies for extra supports.
Knowing where to start can feel overwhelming, but the good news is that Colorado offers clear procedures, resources, and parent supports to guide you every step of the way. Below are some key differences between each service and some help on how to get started.
Section 504 Plan
Individualized Education Program (IEP)
Key Differences
What to Expect and What Parents Should Do
Getting Started / Eligibility
Development
Implementation and Monitoring
Why They Matter
Navigating the world of resources and services can be daunting. Feel free to reach out the the Colorado Reading Center if you have any questions about this process or would like to start with an academic assessment to get an accurate measure of you child’s reading skills.