Moving Beyond Orton–Gillingham—What Comes Next?

/by

Orton–Gillingham is a powerful approach for early and struggling readers, but what happens once a student masters those foundational skills?

As students grow in confidence and ability, we gradually transition them to more advanced work introducing morphology, multisyllabic decoding, vocabulary development, and reading comprehension strategies. We also expand writing instruction, helping students move from spelling-focused sentences to well-organized paragraphs and essays.

This transition is important. Students need more than phonics. They need to learn how to think deeply about texts, use academic language, and express complex ideas.

Our tutor plans will grow and morph with your child.

When ADHD and Dyslexia Overlap

/by

It’s not uncommon for a child to have both ADHD and dyslexia and when they do, it can create a unique set of challenges.

A student with dyslexia might struggle to decode words. Add ADHD, and that same student may also have trouble focusing, staying organized, or finishing assignments. One challenge can make the other harder and both can affect confidence, behavior, and motivation.

When both issues are recognized and supported, students can thrive.

The teachers at Cohasset Learning Studio take the time to understand the full picture: how your child learns, how they focus, and what tools will help them succeed. With patience, structure, and the right supports in place, we help students build skills and feel successful doing it.

Dyslexia Looks Different in Every Child

/by

Dyslexia is one of the most common learning differences yet no two children with dyslexia are exactly alike.

Some kids struggle with discerning the differences in sounds. Others sound out words slowly and struggle with spelling. Some are very bright but can’t seem to remember sight words. And some manage to “compensate” so well that their struggles aren’t noticed until much later.

Dyslexia is a brain-based difference in how language is processed. That’s why it can show up in so many ways and why it’s so often misunderstood.

According to the International Dyslexia Association, “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” These difficulties are not due to lack of intelligence or effort—they are related to how the brain processes written language.

At our studio, we understand the many faces of dyslexia. We assess each child’s strengths and needs, and use proven methods like Orton–Gillingham to help them learn in ways that make sense to their brain.

When dyslexia is understood and supported, students can stop feeling “behind” and start feeling proud of how they learn.

Handwriting Still Matters—Here’s Why

/by

In today’s tech-filled world, it’s easy to assume handwriting isn’t a priority anymore. But research and experience say otherwise.

Handwriting and letter formation are closely tied to literacy development. When students write letters by hand, they activate brain pathways involved in reading and spelling. Neat, automatic handwriting also frees up working memory, so students can focus on expressing their ideas rather than how to form letters.

We see it every day: kids who struggle with handwriting often avoid writing altogether. That’s why we spend time teaching letter formation explicitly—so that students can write fluently, legibly, and with confidence.

Handwriting isn’t just about penmanship. It’s about access to learning.

Why Structured Literacy Matters in Preschool

/by

You might not expect preschoolers to begin formal reading instruction, but that doesn’t mean they’re too young for literacy. In fact, structured literacy principles start as early as age 3.

Structured literacy means teaching skills like phonological awareness (rhyming, syllables, beginning sounds), letter knowledge, and oral language in an intentional, explicit way. These aren’t just fun activities, they’re scientifically proven building blocks for reading success.

By using structured, age-appropriate strategies in PreK and kindergarten, we help young learners develop the readiness skills they need to recognize letters, connect sounds, and eventually learn to read with confidence.

Early doesn’t mean pressured—it means prepared.

What Is Number Sense—and Why It Matters So Much

/by

When people think about math, they often picture memorizing facts or solving problems on paper. But long before that, children develop something even more essential: number sense.

Number sense is a child’s intuitive understanding of how numbers work—what “five” really means, how two quantities compare, and how to manipulate numbers flexibly. It’s the foundation for all later math success, and it begins developing in preschool and kindergarten.

Without strong number sense, students may struggle with math fluency, problem-solving, and even confidence. That’s why we build number sense through hands-on games, visuals, and real-life math talk, long before we expect kids to memorize anything.

A solid foundation in number sense sets students up to enjoy math, not fear it.

But what if your child is older and still struggling? Older students can develop number sense through targeted activities that encourage flexible thinking, such as using mental math strategies, estimating, exploring patterns, and working with visual models like number lines or arrays. When older learners are given the tools and time to revisit core concepts in a supportive setting, they can rebuild their confidence and start thinking like mathematicians.

What Is the Orton–Gillingham Approach?

/by

Orton–Gillingham is a structured, multi-sensory approach to reading instruction. It was designed to help students who struggle with decoding, spelling, and reading fluency by making language predictable and accessible. OG lessons are highly individualized, systematic, and sequential.

It’s not just for children with diagnosed learning differences, either. Many students benefit from OG’s clear structure and pacing, especially if they’ve become frustrated or overwhelmed by reading.

Many of our instructors are trained in Orton–Gillingham and other research-based methods, and we use these tools to unlock reading for every learner, which builds skills and confidence at the same time.

The Reading Wars: Why There’s So Much Debate—and What Really Matters

/by

If you’ve ever felt confused by the debate over how reading should be taught in schools, you’re not alone. “Whole language,” “balanced literacy,” “phonics,” “structured literacy”… it’s a lot to take in.

This debate, sometimes called “the reading wars”, centers on one major question: What’s the most effective way to teach children to read? Decades of research strongly supports explicit, systematic phonics instruction as a core teaching component, particularly for struggling readers. This method is part of what’s often referred to as the “Science of Reading.”

However, not all schools have fully shifted to evidence-based methods. This can leave some children, especially those with learning differences like dyslexia, without the instruction they need to succeed.

That’s where we come in. At Cohasset Learning Studio, we use structured, research-backed techniques to ensure that every student gets the tools and support they need to become a confident, capable reader, no matter what their classroom experience has been.

Why Early Intervention in K–2 Makes All the Difference

/by

If you’re worried about your child’s progress in kindergarten, first, or second grade, you’re not alone. And you’re right to pay close attention.

Early intervention isn’t just a buzzword, it’s a powerful tool that can change the entire course of a child’s academic path. Reading and learning difficulties are easiest to address when caught early, before habits of frustration and avoidance set in. Children’s brains are especially receptive to intervention during these years, and small struggles now can become major hurdles later if left unaddressed.

Our work with early learners focuses on building strong foundations. When students receive the right instruction at the right time, they’re far more likely to meet grade-level benchmarks and develop a love for learning that lasts.

No parent regrets asking for help early on.

The Matthew Effect in Reading—Why Early Gains Matter

/by

Ever heard the saying “the rich get richer”? In reading education, that idea has a name: the Matthew Effect.

Coined by psychologist Keith Stanovich, the Matthew Effect in reading describes how early reading success tends to build on itself, while early struggles often compound over time. Strong readers are exposed to more words, books, and ideas, which makes them even better readers. Meanwhile, students who lag behind often read less, struggle more, and fall further behind each year.

What does this mean for your child? It means that identifying and addressing reading challenges early, especially in the early elementary years, can have a profound, lasting impact. With the right support, struggling readers can close the gap and develop the skills (and confidence) they need to thrive.

At Cohasset Learning Studio, we’re here to break the cycle of “falling behind” and help every child become a joyful, capable reader. No more “wait and see”.