Research-informed support for parents and educators of struggling readers. Scaffolding strategies & gentle guidance.
Joined October 2022
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Reading is not a character trait.
And struggling readers are not broken learners.
LynLight Literacy exists to bring clarity to reading development and dyslexia for educators, families, and schools.
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LynLight Literacy retweeted
Feedback is a key facilitator of learning for both students and teachers.
When feedback is effective, it does more than tell us whether something was right or wrong. It provides information that helps us understand what is working, what needs to change, and what to do next.
For students, that information can help move learning forward.
For teachers, feedback can help translate new knowledge into changes in practice.
My doctoral research gave me the opportunity to explore the role of performance feedback in supporting teacher practice, and it left me thinking even more deeply about what makes feedback truly effective.
The principles of effective feedback extend beyond the classroom and into any profession, as we all seek to learn, grow, and improve our work.
What does the research tell us about the kind of feedback that actually supports learning and change?
Over the next few months, I'll be sharing some of what I've learned through my research, the broader research base, and my years of working alongside teachers in professional learning and coaching, and considering what it means for the feedback we provide to students and educators.
Because ultimately, effective feedback should help answer an important question:
What can I do next to improve?
Effective instruction is not “I tell, move on, and hope for the best.”
It includes modeling, guided practice, active monitoring, feedback, and gradual release.
When those pieces are missing, students don’t fail. The system does.
If your child is struggling to read, it does not mean they are behind in intelligence.
Reading is a learned skill.
When the instruction matches how the brain builds word recognition, growth is possible at any age.
Struggling readers don’t need lower expectations.
They need clearer instruction, more guided practice, and protected cognitive load.
Deep reading depends on automaticity and manageable cognitive load. When decoding is effortful, comprehension and stamina are affected.
Read widely.
Read deeply.
Read consistently.
Even small, regular stretches of focused reading compound over time.
Many students labeled “unmotivated” are operating at maximum cognitive load. When foundational skills aren’t automatic, every task costs more mental energy than we realize.
If you work with struggling readers (whether children, teens, or adults) there are a few truths about dyslexia that can change everything about how you support them.
Insights from reading science expert @ReadingShantell
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The hopeful truth: the brain is malleable.
Explicit, structured instruction builds the missing connections.
Do not assume older students “should know” foundational skills.
Many have memorized words but never learned how the system works.
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When students guess, it usually signals confusion, not carelessness.
Clear instruction helps replace guessing with understanding.
A great explanation of Structured Literacy by @ReadingShantell
When nearly 70% of students read below proficiency, clarity matters. Structured Literacy bridges the gap between research and classroom practice.
Read the Blog: Structured Literacy Explained bit.ly/4tpY71B
#StructuredLiteracy #LiteracyInstruction #Morphology
Understanding the what, how, who, and why of structured literacy helps educators move beyond compliance and toward instruction that actually meets learners where they are.
