The Days with Dyslexia podcast helps parents support kids with dyslexia, reading struggles, spelling challenges, and handwriting difficulties. I’m Michelle Morgan, a mom and speech-language pathologist, and each episode shares practical, research-based tips parents can use at home and in school. You’ll learn how to help your child improve reading, spelling, and writing skills, boost confidence, and succeed at school. We also cover advocacy strategies, ADHD, executive function, learning differences, and tools to make learning easier for kids with dyslexia. Whether your child has dyslexia, struggles with reading or writing, or you just want guidance to help them thrive, this podcast gives clear, actionable tips, hope, and support for parents every week.
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28%
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80/100
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What is Dyslexia Help for Kids: Reading, Spelling & Handwriting — Boost Your Child's Skills & Confidence with Days with Dyslexia?
Dyslexia Help for Kids: Reading, Spelling & Handwriting — Boost Your Child's Skills & Confidence with Days with Dyslexia is a education podcast hosted by Michelle Morgan MA, CCC/SLP, with 18 episodes on record and a Required Pod Score of 80.
About the host
Michelle Morgan MA, CCC/SLP hosts Dyslexia Help for Kids: Reading, Spelling & Handwriting — Boost Your Child's Skills & Confidence with Days with Dyslexia, a education show with 18 episodes published.
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Episode #17
From Letter Writing to Literacy Success: Why Handwriting Is More Than Fine Motor Skills
Sep 17, 202645 minS2
From Letter Awareness to Literacy Success: A Brain-Based, Language-Driven Handwriting Framework This Days with Dyslexia podcast episode explains how to teach handwriting through a language-based framework that integrates executive function to support reading and spelling development. It describes common handwriting struggles (illegible writing, slow and effortful neat writing, difficulty forming letters during spelling, heavy pressure and erasing) and argues that handwriting by hand recruits broader brain activity than typing, supports learning and memory across subjects, and should remain the primary writing mode through elementary school. The speaker compares a language-based approach to typical fine-motor, repetition-based programs that rely on abstract concepts and tax working memory. She also outlines needed features of effective handwriting programs: explicit instruction, multimodal engagement of language (eyes, hands, ears, mouth), executive function support, and a sounds-first approach that still prioritizes letter names as stable anchors. The Head-to-Handwriting® program is presented, using executive-function questions, lowercase-first instruction, sound ladders, tiny sound cards, and specialized paper to build accuracy, automaticity, directionality (including B/D), and early word-level reading and spelling connections. 00:00 Welcome and Goals 00:54 Handwriting Struggles Signs 02:30 Brain Benefits of Writing 05:02 Why Programs Fall Short 06:52 What Kids Really Need 08:12 Beyond Fine Motor Skills 12:10 Head to Handwriting Overview 13:48 Executive Function Explained 17:47 Sounds First and Letter Names 22:42 Building Letter Automaticity 24:20 Program Levels and Lowercase 28:08 Executive Function Letter Cues 30:09 From Letters to Words 31:39 Sound Ladders and Tiny Cards 34:45 Paper Tools and Takeaways 36:19 Reversals and Directionality 43:17 Program Wrap Up and Close
Dyslexia Advocacy for Parents, Part 1: Gathering Data and Documenting Concerns
May 3, 202637 minS1
<p>Dyslexia Advocacy for Parents, Part 1: Gathering Data and Documenting Concerns</p><p>The episode launches a new advocacy-focused mini series focused what parents can do when schools say a child’s reading and spelling are “fine" even when a parent knows it's not. Michelle explains why the process is frustrating, how parents can move it forward without waiting on the school, and why school staff may share incomplete or distorted policy information. </p><p>This episode emphasizes gathering data: finding out what tiered supports (RTI/MTSS tiers 1–3) are in place, what decisions and district procedures guide movement between tiers, and why...
Choosing the Right Dyslexia Intervention, Part 5: How sight words are taught
Apr 20, 202618 minS1
<p>In part five of a series on choosing dyslexia interventions, Michelle reviews differences between meaning-first (to avoid), letters-first programs (e.g., Orton-Gillingham, Barton, Wilson), and sounds-first instruction, then focuses on teaching high-frequency/sight words. Letters-first approaches often have students memorize “red” or irregular word letter strings by repeating letter names, while sounds-first instruction maps sounds to letters and incorporates sounds, letters, and meaning for every word. She describes a comparison across three second-grade classrooms in which students were taught the same 10 words: the sounds-first system produced higher accuracy and “smarter errors” than Orton-Gillingham methods, with skills that generalized beyond the targe...
Choosing the Right Dyslexia Intervention, Part 4: What your child should say while writing words
Apr 14, 202616 minS1
<p>In part four of a series on choosing effective dyslexia interventions, Michelle reviews three approaches (meaning-first/whole literacy, which they advise avoiding, and two structured literacy approaches: letters-first/Orton-Gillingham “print to speech” and sounds-first “speech to print”). </p><p>She emphasizes that doing a single sound-awareness lesson before moving to letters is not the same as a true sounds-first approach, which should integrate sounds throughout instruction and quickly connect sound awareness to letters.</p><p>The episode focuses on what children say while writing: letters-first programs often have children say letter names, which encourages memorizing letter strings and limits sound-let...
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