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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Contact path
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Booking probability
27%
Guest openness
Selective
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 15 episodes on record and a Required Pod Score of 80. PitchCentric scores this show on Booking Probability, Listen Score, and live audience signals refreshed every 24 hours.
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 15 episodes published.
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Episode #14
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...
Choosing the Right Dyslexia Intervention (Part 3): The job of letters in sounds-first vs. letters first approach
Apr 12, 202616 minS1
<p>Part three of a series on choosing effective dyslexia interventions compares “letters first” (print-to-speech, often Orton-Gillingham) and “sounds first” (speech-to-print/linguistic phonetics) approaches, focusing on the job of letters. The speaker argues against meaning-first methods (whole language/balanced literacy) and explains that letters-first teaching treats letters as the units that make sounds and often requires memorization of many spelling rules, which creates confusion due to many exceptions. </p><p>In contrast, sounds-first instruction teaches that letters spell sounds, sounds can have multiple spellings, and that letters like E can have multiple jobs. This approach builds mental flexibility, problem-solving for unfamilia...
Choosing Dyslexia Interventions, Part 2: Teaching Syllables—Letters-First vs Sounds-First
Mar 29, 202614 minS1
<p>In part two of a five-part Days With Dyslexia series on choosing the right dyslexia intervention, the host explains why syllable instruction matters and contrasts letters-first versus sounds-first structured literacy approaches. A syllable is described as the “beat” in a word, and each syllable has its own vowel sound; research supports teaching syllable awareness but not memorizing multiple syllable types. </p><p>Letters-first (e.g., Orton-Gillingham) divides syllables by letter patterns, teaches six syllable types, and requires students to mark vowels/consonants and apply rules, which strains working memory and becomes less accurate with three- and four-syllable words, affecting fluen...
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