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It may be the most emotional question I hear. Parents usually ask it quietly. Sometimes through tears. Sometimes after years of trying curriculum after curriculum, wondering if they're doing enough or if they've somehow missed something. "Will my child ever catch up?" The answer isn't as simple as yes or no. Every child is unique, and every learning journey looks different. But here's what I can tell you with confidence: Children can make remarkable progress when they receive the right instruction, the right support, and someone who believes in them. Sunflowers represent joy, hope, promise-the promise I make to every child and family is that I will do my best everyday to instill joy, laughter, confidence with evidence-based learning practices. Progress Doesn't Always Look Like Catching Up Overnight Reading is built on many foundational skills: Phonological awareness (hearing and manipulating sounds) Letter-sound knowledge Decoding Fluency Vocabulary Oral language Reading comprehension When one of these pieces is missing, reading becomes much harder—not because a child isn't smart, but because they need explicit instruction to strengthen those foundational skills. The encouraging news is that these skills can be taught. Evidence-based instruction, patience, consistency, and encouragement can help children build the strong foundation they need to become more confident readers. Real progress happens one carefully built step at a time. Comparison Steals Hope Every child's learning journey is different. Instead of asking, "Is my child reading like everyone else?" try asking, "Is my child reading better than they were six months ago?" Growth matters. Confidence matters. Persistence matters. The willingness to keep trying matters. These are the milestones worth celebrating because they are the building blocks of lifelong learning. You Don't Have to Figure It Out Alone Families often tell me they spent months—or even years—trying to solve reading struggles on their own. They purchased another curriculum. Downloaded more worksheets. Tried another reading app. Read every blog they could find. Sometimes, what they really needed wasn't another program. They needed a roadmap. At My Learning Farm, we help families understand why reading has become difficult and what steps to take next. For some families, that begins with an Educational Consultation, where we discuss your child's learning history, current challenges, homeschool plans, curriculum options, and the supports that may help them thrive. For others, a Reading Assessment provides a clearer picture of your child's strengths, areas of need, and practical recommendations for moving forward with confidence. And for children who simply need a joyful place to build literacy skills, our READS! classes gently encourage reluctant readers through engaging novels, meaningful discussions, vocabulary, writing, crafts, and hands-on learning. The goal isn't just to improve reading skills—it's to help children rediscover the joy and confidence that books can bring. Every Child Deserves Someone Who Believes in Them One of my favorite moments is watching a child realize they can read something they once thought was impossible. That spark of pride. That smile. That quiet whisper of, "I did it." Those moments remind us that learning is about so much more than test scores or grade levels. It's about confidence. Hope. Perseverance. And believing that tomorrow can be better than today. If reading has become a source of stress in your home, please know this: There is hope. There is help. And your child's story is still being written. If you're ready to take the next step, I'd love to walk alongside your family. Whether you're looking for an Educational Consultation, a comprehensive Reading Assessment, one-to-one academic support, or a welcoming literacy community through My Learning Farm READS!, together we can create a plan that helps your child grow with confidence, curiosity, and joy. Because every child deserves the opportunity to discover that they can become a successful reader—and every parent deserves the peace of knowing they don't have to navigate the journey alone.

At My Learning Farm, I believe children thrive when learning is explicit, multisensory, evidence-based, engaging, and meaningful. I don't typically write controversial posts, but the latest Education Scorecard data stopped me in my tracks. According to the report, reading scores are down in 83% of school districts across America, and math scores are down in 70%. Perhaps even more concerning, researchers found that the decline began before COVID. Like many people, I've heard the explanations. Social media. Smartphones. The pandemic. While those factors may certainly contribute, I believe these numbers demand a bigger conversation. When scores are declining in the vast majority of districts, we have to be willing to ask whether the system itself needs to change. As an educator, homeschool consultant, and parent, I see the human side of these statistics every day. I sit beside children who are bright, creative, curious, funny, and capable. Children who desperately want to learn. Children who want to read chapter books independently. Children who want to understand math. Children who want to feel successful. And it breaks my heart because behind every statistic is a child. A child who is struggling. A child who is frustrated. A child whose confidence is beginning to fade. A child who may start believing they are the problem when the reality is that they simply have not been taught in a way that meets their needs. These are not just percentages on a report. These are our sons and daughters, our grandchildren, our neighbors, and our future. The encouraging news is that we know more about how children learn than ever before. We know that explicit instruction works. We know that structured literacy works. We know that hands-on, meaningful learning experiences improve engagement. We know that relationships matter. We know that curiosity matters. We know that children thrive when learning is connected to the real world. So why aren't we spending more time studying what is working? Why aren't we looking more closely at successful schools, innovative educational models, homeschooling families, charter schools, and evidence-based instructional practices that are helping children thrive? At some point, we have to stop arguing about why scores are falling and start focusing on solutions. Our children deserve more than declining scores. They deserve classrooms where they feel capable. They deserve instruction grounded in how the brain learns. They deserve educators who are equipped with evidence-based practices. And they deserve adults willing to challenge the status quo when it is not serving them well. The data is speaking. The children are speaking. The question is: are we finally ready to listen? Read the full Education Scorecard report here:https://educationscorecard.org/

How Much More Evidence Do We Need? The latest Education Scorecard findings should stop every parent, educator, policymaker, and school leader in their tracks. According to researchers from Harvard, Stanford, and Dartmouth, reading scores are lower in 83% of school districts than they were a decade ago. Math scores are lower in 70% of districts. Even more concerning, researchers report that the decline began long before COVID-19. The pandemic may have accelerated the problem, but it did not create it. Read the full Education Scorecard report here:https://educationscorecard.org/ For years, we have heard explanations. It's social media. It's smartphones. It's COVID. It's absenteeism. Those factors certainly matter. But when reading declines in 83% of districts and math declines in 70%, perhaps it's time to ask a bigger question: What if the system itself needs to change? As both a parent and an educator, I don't believe we can continue doing the same things and expect different results. The Learning Recession Didn't Start With COVID One of the most striking findings from the Education Scorecard is that researchers identified a "learning recession" that began around 2013. Student achievement was already trending downward years before school closures occurred. That should force us to examine every aspect of modern education: Curriculum Teacher preparation Assessment systems Homework expectations Classroom engagement Technology use Educational policies Funding priorities If the current approach were working, wouldn't we be seeing better outcomes? Why Aren't We Looking More Closely at What Is Working? Across the country there are bright spots. Some charter schools are producing strong academic outcomes. Many homeschool students are thriving. Several states that embraced the Science of Reading are beginning to see reading improvements. Louisiana, for example, has shown notable gains after implementing evidence-based literacy reforms focused on phonics and structured literacy. Internationally, countries such as Finland are frequently studied for educational practices that emphasize teacher preparation, student well-being, and meaningful learning experiences. So why aren't we spending more time studying success? Why do innovative models often remain on the sidelines while struggling systems continue to dominate the conversation? Learning Should Be Meaningful Children are naturally curious. They ask questions. They explore. They build. They create. Yet many classrooms continue to rely heavily on worksheets, test preparation, and instructional approaches that fail to ignite a love of learning. What if we redesigned education around how the brain actually learns? What if teachers received extensive training in: The Science of Reading The Science of Learning Memory and retrieval practice Cognitive load theory Explicit instruction Executive functioning Attention and engagement What if learning was more hands-on, project-based, discussion-based, and connected to the real world? And what if teachers could teach to the students in their classrooms without worrying about the boex to be checks, the standards to be introducted or the assessments needing to be administered and let education unfold more naturally? What if we focused less on compliance and more on curiosity? A Hard Question About Common Core Many families and educators have expressed frustration with Common Core implementation over the past decade. The promise was higher standards and improved outcomes. Yet the national data raises an uncomfortable question: If student achievement has been declining for more than a decade, shouldn't every major educational initiative be open for review? That doesn't mean abandoning rigor. It means having the courage to examine whether our current standards, curriculum choices, instructional methods, and accountability systems are producing the results our children deserve. No program, policy, or framework should be beyond questioning. Our Children Cannot Wait The most heartbreaking part of these statistics is that behind every percentage is a child. A child who struggles to read. A child who believes they are "bad at math." A child whose confidence shrinks year after year. A child who begins to believe learning isn't for them. We know more today about how children learn than at any other point in history. We understand the importance of explicit instruction. We understand the Science of Reading. We understand the value of early intervention. We understand the importance of engagement, relationships, movement, play, and meaningful practice. So the question isn't whether solutions exist. The question is whether we are willing to embrace them. Because if reading is down in 83% of districts and math is down in 70%, perhaps the conversation should no longer be about how to make small adjustments around the edges. Perhaps it's time for a fundamental rethinking of education itself. Our children deserve more than declining scores. They deserve schools that help them discover their strengths, build their confidence, develop their skills, and fall in love with learning. The data is speaking. The question is: Are we listening?

As an educator, parent, and advocate for students who learn differently, I spend a lot of time thinking about one question: How do we help more children become successful readers? Recently, education researchers, policymakers, and school leaders across the country have been paying attention to an unexpected story. Mississippi—a state that has historically struggled with educational outcomes—is now outperforming many states, including California, in early reading achievement. One of the most interesting articles I've read on this topic is "States Are Learning the Wrong Lesson From the Mississippi Miracle" published by The Atlantic:https://www.theatlantic.com/ideas/2026/04/mississippi-education-miracle/686731/ The question is: What can California learn from a state that dramatically improved reading outcomes for children? The Reading Problem Is Real Reading is the foundation of nearly everything we ask children to do in school. Students read to learn science. Students read to learn history. Students read to solve math word problems. Students read to follow directions. When reading is difficult, every subject becomes more difficult. California has many outstanding teachers, schools, and districts. Yet far too many students continue to struggle with reading proficiency. Families often find themselves seeking outside support, educational consultations, private evaluations, academic intervention, or homeschooling options because their children are not making the progress they hoped for. This isn't a teacher problem. This isn't a parent problem. It's a systems problem. What Mississippi Did Differently According to education researchers and reporting on Mississippi's literacy reforms, several factors contributed to the state's improvement: Strong statewide literacy policies Consistent implementation across districts Increased teacher training in evidence-based reading instruction Reading coaches and intervention support Accountability measures to monitor progress Early identification of struggling readers Most importantly, Mississippi embraced many principles that align with what we now know from decades of reading science research. Reading is not a natural process. Unlike spoken language, the human brain is not wired to automatically learn to read. Reading must be taught explicitly and systematically. Children need instruction in: Phonological awareness Phonics Decoding Fluency Vocabulary Language comprehension Writing and spelling These skills work together to build skilled readers. California Can Do This Too California has incredible educators. California has innovative schools. California has families who deeply value education. But meaningful change requires more than good intentions. It requires commitment. It requires consistency. It requires accountability. If we want better outcomes, we must be willing to ask difficult questions: Are teacher preparation programs adequately preparing educators to teach reading? Are districts using evidence-based literacy curricula? Are struggling readers being identified early enough? Are interventions intensive enough? Are schools spending too much time testing and not enough time teaching? Assessment has a place and data matters. But at some point, children need time to actually learn. Teachers need time to teach. Students need opportunities to practice. Families need clear communication and support. The goal should not be more testing. The goal should be better and ongoing teacher training. Why My Learning Farm Works At My Learning Farm, we see every day what can happen when instruction is individualized, evidence-based, and relationship-driven. Our approach combines: Orton-Gillingham structured literacy practices Science of Reading research Multi-sensory instruction Explicit teaching Systematic skill progression Confidence-building support Strong partnerships with families Children are not rushed. They are not compared to one another. They are taught in ways that make sense for how their brains learn. Whether a student attends traditional school, homeschool, a charter program, or receives additional academic support, the goal remains the same: Help children become confident, capable learners. It was the result of focused effort, strong leadership, accountability, teacher support, and a commitment to evidence-based instruction. California can do the same. And every child deserves nothing less.

One of the greatest joys of My Learning Farm isn't found in a curriculum, an assessment report, or a lesson plan. It's found in the little treasures that children place into my hands. A flower picked from a backyard garden. A feather discovered on a walk. A smooth rock tucked into a pocket because, "Ms. Sara, I thought you would like this." A carefully folded card covered in crayon hearts. A loaf of homemade bread. Fresh-baked cookies. A tiny trinket found at a store that reminded a child of our farm. A snake skin. (Yes, really—and yes, I absolutely loved it!). A beautiful cross or flower welded by a student who wanted to share something they created with their own hands. My fridge is overflowing with beautiful art and letters from. the heart. To someone else, these might seem like simple objects. To me, they are treasures. As I look around My Learning Farm, I see reminders of hundreds of special moments. The refrigerator is covered with notes, drawings, and letters. Shelves hold tiny gifts collected over the years. Handmade treasures sit beside family photos. On our Heart Tree, colorful hearts carry the names of students who have become part of our story. My student welded this cross for me-I'll cherish is always. And the truth is, I remember them all. I remember who brought me the flower. I remember who handed me a drawing with pride shining in their eyes. I remember who spent hours making a gift because they wanted me to know I mattered to them. The gift itself is never what makes it special. It's what it represents. It represents trust. Connection. Shared laughter. Hard work. Stories read together. Math problems solved. Tears wiped away. Confidence built one step at a time. These gifts are reflections of our time together and the relationships we build along the way. They are reminders that learning is about so much more than academics. It is about belonging. It is about feeling seen, known, and valued. Every note, drawing, flower, and handmade treasure tells a story. Each one carries the fingerprints of a child who left a lasting mark on my heart. My shelves are lined with special treasures! Long after students leave My Learning Farm, I often still see their gifts sitting on a shelf, hanging on a wall, or tucked into a special place. And every time I see them, I smile and remember the sweet soul who gave it to me. The older I get, the more I realize that these are some of the greatest gifts of all. Not because of what they are. But because of who they came from. To every student and family who has shared a small piece of themselves with me over the years: thank you. Thank you for the flowers, the cards, the drawings, the cookies, the bread, the feathers, the rocks, the snake skins, the welded treasures, and the countless little surprises. Most of all, thank you for allowing me to be a small part of your journey. You may think you left a gift at My Learning Farm, but the truth is, you are the gift. ❤️🌻 Growing hearts, minds, and memories—one child at a time. 🌻❤️ Every student gets a heart on the tree, it's an ever-growing reminder about the work I LOVE, the time shared and the joy each student brings. P.S. If you've ever visited My Learning Farm, look closely. You might just find a little piece of your child's story still living here, reminding me every day how blessed I am to do this work.

One of the most common pieces of advice parents hear when they raise concerns about reading is, "Let's just wait and see." On the surface, it sounds reasonable. Children develop at different rates, and not every child who struggles with reading in kindergarten or first grade has a learning difference. Some children simply need a little more time, a little more maturity, or a little more practice. But there is another side of the conversation that families deserve to hear. As both a parent of children with learning differences and an educator who works with struggling learners every day, I have seen firsthand that waiting is a missed opportunity. Sometimes, while adults are waiting for a child to catch up, that child is quietly falling further behind. Reading is different from many other developmental milestones because it is the foundation upon which so much future learning is built. Once students move beyond the early grades, they are no longer simply learning to read—they are reading to learn. Science, history, math, written directions, research projects, and even many classroom discussions rely on a student's ability to access information through print. When a child struggles with reading, every subject can become more difficult. The challenge is not always obvious at first. Many bright children become remarkably skilled at compensating. They memorize books, rely on pictures for clues, guess at unfamiliar words, or use context to fill in gaps. To an outside observer, it may appear that they are reading successfully. However, these coping strategies often begin to break down as texts become longer, vocabulary becomes more complex, and academic expectations increase. By the time the gap becomes impossible to ignore, the child may have spent years working much harder than their peers just to keep up. Unfortunately, the cost of waiting is not only academic. Many struggling readers begin to internalize their difficulties. They notice that reading comes easily to classmates while it remains challenging for them. They may start avoiding books, resisting homework, or declaring that they hate reading. What often looks like a lack of motivation is actually frustration, discouragement, or fear of failure. Over time, confidence can begin to erode. As parents, we know our children are intelligent, creative, and capable. Yet children often judge themselves based on what they experience every day. If school consistently feels harder than it seems for everyone else, they may begin to question their own abilities. This is one of the reasons I encourage parents to trust their instincts. Parents are often the first people to recognize when something doesn't feel quite right. Perhaps your child struggles to learn letter sounds, has difficulty rhyming, guesses at words while reading, or finds spelling unusually challenging. Maybe reading homework consistently ends in tears, or your child avoids reading whenever possible. These signs do not automatically mean a child has dyslexia or another learning difference. However, they are important clues that deserve attention rather than dismissal. One of the biggest misconceptions in education is that families must wait until third grade before seeking help. While formal diagnoses and school-based evaluations may follow specific timelines and procedures, there is no reason parents must wait until third grade-in fact we can diagnosis a learning difference with 98% accuracy in kindergarten. In fact, early action often makes intervention easier and more effective. Families can begin learning about the Science of Reading, monitor progress more closely, seek assessments when appropriate, and explore structured literacy approaches such as Orton-Gillingham. These steps do not label a child or limit their future. Instead, they provide valuable information that can help guide decisions and support growth. Understanding a child's needs earlier opens the door to meaningful support, targeted instruction, and a path forward. The good news is that reading struggles do not determine a child's future. I have worked with students who arrived at My Learning Farm feeling frustrated, discouraged, and convinced they were "bad at school." Given the right support, many of those same students begin to see themselves differently. Skills improve. Confidence grows. Learning becomes less stressful. Most importantly, children begin to recognize their own strengths and capabilities. If you have concerns about your child's reading development, you do not need to panic. You also do not need to ignore what you are seeing. Ask questions. Stay curious. Learn about reading development. Seek support when needed. Sometimes the most powerful step a parent can take is not waiting to see what happens next, but taking action to better understand what their child needs today. At My Learning Farm, I often remind families that early support is not about labeling children. It is about giving them the tools, instruction, and confidence they need to thrive. Every child deserves the opportunity to become a successful learner, and sometimes that journey begins with a parent deciding not to wait.

Summer offers something that many children desperately need: space. Space to breathe. Space to explore. Space to wonder. After a long school year filled with schedules, homework, testing, deadlines, and expectations, summer can be a beautiful opportunity to reconnect with the heart of learning. At My Learning Farm, I believe learning should be joyful, student-led, discovery-based, skill-building, and filled with curiosity. Yes, children need strong academic skills. Reading, writing, spelling, math, critical thinking, and communication matter. But those skills grow best when they are connected to something meaningful. The summer months provide a chance to step away from worksheets and ask a different question: What makes my child curious? Maybe they are fascinated by horses, insects, airplanes, baking, gardening, sharks, volcanoes, photography, construction equipment, or how things work. Follow that spark. Ask your child: What do you want to learn about? What questions do you have? What would you like to build, create, explore, or investigate? If you could become an expert on one thing this summer, what would it be? Then write their ideas down. Those simple questions can become the beginning of incredible learning experiences. A child interested in gardening can learn about plant life cycles, measurement, weather, soil science, reading seed packets, and keeping a journal by planting a tomato plant or some summer flowers. A child fascinated by animals can research habitats, create artwork, read books, write stories, and visit local farms, zoos, or nature centers. A child who loves cooking can practice reading recipes, fractions, multiplication, sequencing, budgeting, and science—all while making something delicious. Learning doesn't have to happen at a desk. It happens while exploring trails, building forts, caring for animals, drawing pictures, asking questions, reading together, visiting museums, taking road trips, and having meaningful conversations. When children are engaged in topics they genuinely care about, something wonderful happens: they begin making connections. They connect reading to information. Writing to communication. Math to real life. Science to discovery. Learning becomes something they do—not something that is done to them. This summer, consider creating a "Curiosity Journal" for your child. Keep a notebook where they can draw pictures, write questions, collect observations, tape in photos, or record things they discover along the way. You may be surprised by where their interests lead. The goal isn't to recreate school at home. The goal is to nurture a love of learning. Because curious children become lifelong learners. And when learning is joyful, children don't just remember what they learned—they remember how it felt to learn. This summer, slow down, follow your child's interests, ask questions together, and embrace the wonder that comes from discovery. You might just find that some of the most meaningful learning happens when no one realizes they're learning at all.

Homeschooling can be one of the most rewarding educational journeys a family can take—but it can also feel overwhelming at first. Questions like: Which homeschool option is right for my family? What curriculum should I choose? How much should my child be learning each day? What if my child struggles with reading, writing, spelling, or math? How do homeschool charters work? Where do I even begin? If these questions sound familiar, you're not alone. Every year, I meet families who are excited about homeschooling but unsure of their next steps. I also meet experienced homeschool families who have successfully homeschooled for years but find themselves needing fresh ideas, curriculum guidance, or support as their children enter new stages of learning. The reality is that homeschooling is not a one-size-fits-all journey. Every child is different. Every family is different. What works beautifully for one learner may not be the right fit for another. At My Learning Farm, homeschool consultations are designed to help families move from feeling overwhelmed to feeling confident and equipped. Whether you're brand new to homeschooling or simply want to start the next school year on the right foot, a homeschool consultation can provide clarity, direction, and a personalized plan for your child. What Happens During a Homeschool Consultation? A Homeschool Consultation at My Learning Farm is much more than a curriculum recommendation session. During our one-on-one parent consultation, we take a deep dive into your child's learning needs, strengths, interests, challenges, and educational goals. We discuss where your child is now, where you'd like them to be, and what supports may help them get there. Together, we explore: 🌱 Reading, writing, spelling, and math curriculum options 🌱 Homeschool expectations by grade level 🌱 Learning styles and how children learn best 🌱 Multi-sensory teaching strategies that can be used at home 🌱 Homeschool charter schools and enrollment options 🌱 Local learning centers and enrichment opportunities 🌱 Academic supports for struggling learners 🌱 Understanding learning differences and when additional support may be needed 🌱 Creating routines, schedules, and realistic expectations 🌱 Building a learning plan tailored to your child and family Many parents come to their consultation with a list of questions. Others simply know something isn't working and want guidance. Both are perfectly okay. The consultation is designed to meet you where you are. Support for New Homeschool Families If you're new to homeschooling, the amount of information available can feel overwhelming. There are dozens of charter schools, hundreds of curriculum options, countless social media groups, and no shortage of opinions about the "right" way to homeschool. One of the biggest goals of a homeschool consultation is helping families filter through the noise and focus on what matters most: their child. Together, we'll discuss your homeschooling goals, educational philosophy, curriculum options, daily schedules, and available resources so you can move forward with confidence instead of confusion. Support for Experienced Homeschool Families Homeschool consultations aren't just for beginners. Many experienced homeschool families schedule consultations when: A curriculum no longer feels like the right fit A child is struggling in a specific subject A family wants to prepare for middle school or high school Parents are concerned about grade-level expectations A student may have a learning difference Families want a fresh perspective and new ideas Sometimes a small adjustment can make a significant difference in a child's confidence and progress. A Personalized Written Report One of the most valuable parts of the consultation is the detailed written report you receive afterward. Following our meeting, you'll receive a personalized report outlining recommendations, curriculum suggestions, resources, supports, and next steps. Many parents tell me this report becomes their roadmap for the upcoming school year. Instead of spending countless hours researching online, you'll leave with a clear plan and practical recommendations that fit your child's unique needs. The report allows you to revisit ideas, explore recommendations at your own pace, and move forward with confidence. Homeschooling Doesn't Have to Be Done Alone As a homeschool parent myself, I understand the excitement, uncertainty, and responsibility that come with educating your children. I've experienced the late-night curriculum research, the questions about whether you're doing enough, and the desire to provide the very best educational experience possible. Over the years, I've helped families navigate curriculum choices, learning differences, homeschool charters, educational assessments, and special education concerns. My goal is to help families make informed decisions and create learning environments where children can thrive. Homeschooling isn't about recreating school at home. It's about creating an educational experience that works for your child. It's about understanding that learning can happen at the kitchen table, on the couch with a good book, during a nature walk, while baking cookies, or while caring for animals on a farm. Most importantly, it's about building confident learners who feel supported, capable, and excited about learning. Ready to Learn More? Whether you're exploring homeschooling for the first time, transitioning from a traditional school setting, supporting a struggling learner, or simply looking to refresh your approach, a Homeschool Consultation can help. Schedule a no-cost 15-minute phone call to learn more, or book a Homeschool Consultation today. Schedule a no-cost 15 min phone call: https://calendar.app.google/vgms8jnDWpLQjKCE9 Book a consultation: https://calendar.app.google/tkVfAnxw4fodnpiS6 Together, we'll create a learning plan that supports your child, strengthens your confidence, and helps your family enjoy a successful homeschool year. 🌻 At My Learning Farm, we're here to help families grow confident learners and joyful learning experiences—one child, one family, and one step at a time.

If you have spent any time in parenting, education, homeschool, or literacy circles recently, you have probably heard the phrase: “The Science of Reading.” And for many parents, the immediate response is:“What exactly does that even mean?” Recently, more states, universities, and teacher preparation programs have continued shifting toward Science of Reading and structured literacy approaches as concerns about student literacy rates continue growing nationwide. A recent article from Stanford explored this growing movement and the increasing push for evidence-based literacy instruction in schools and teacher training programs. You can read the full article here: https://news.stanford.edu/stories/2026/02/science-of-reading-literacy-education-legislation-research The Stanford article explains that decades of research from neuroscience, psychology, linguistics, and education all point to an important truth: Reading is not a naturally acquired skill for most children. Instead, many students need direct, systematic instruction in foundational literacy skills such as: • phonemic awareness • phonics • decoding • fluency • vocabulary • comprehension The article also discusses how many schools historically relied on approaches that encouraged children to use pictures, context clues, or guessing strategies rather than explicitly teaching how written language works. Researchers now believe this contributed to widespread reading struggles, especially for students with dyslexia and other language-based learning differences. Because of this growing body of research, states and universities are increasingly changing: • teacher credentialing requirements • literacy curriculum adoption • teacher preparation programs • classroom reading instruction practices And honestly? This shift is incredibly hopeful. 💛 Because for years, many struggling readers were left feeling frustrated, confused, discouraged, or “behind” simply because they were not being taught in ways that matched how their brains learn best. The Science of Reading is not a curriculum or a trend. It is decades of research helping us better understand how children learn to read — and how we can better support them when reading does not come easily. Research consistently supports the importance of: • Explicit phonics instruction • Multi-sensory learning approaches • Oral language exposure • Rich vocabulary instruction • Reading fluency practice • Structured writing instruction • Systematic, step-by-step teaching In simple terms: Children benefit from clear, direct, evidence-based reading instruction. This is especially true for students who struggle with: • Dyslexia • Reading fluency • Spelling • Writing organization • Working memory • Processing challenges • Reading confidence At My Learning Farm, structured literacy and evidence-based instruction are woven into the heart of our academic support services. 🌿. Through individualized instruction, students are taught using multi-sensory, explicit approaches that help build: 📚 foundational reading skills ✏️ spelling and writing development 🧠 language processing and vocabulary 💛 confidence and resilience Programs and approaches rooted in structured literacy can help children finally understand the “why” behind reading and spelling instead of relying on memorization, guessing, or coping strategies. And perhaps one of the most important things parents should know: Struggling with reading is not a reflection of intelligence. Some of the brightest, most creative, most curious children struggle deeply with decoding, fluency, spelling, and writing. I see this every week at My Learning Farm. Children who are imaginative, insightful, funny, kind, and incredibly capable often begin carrying emotional weight around learning: “I’m dumb. I hate reading. I can’t do it. Everyone else is better than me.” But when children receive the right instruction in a calm, supportive environment, something beautiful begins to happen:confidence grows. That confidence piece matters deeply. Because learning is emotional, relational, and neurological too. At My Learning Farm, literacy instruction is intentionally paired with: 🌿 relationship-centered teaching 🐐 calm farm-based learning spaces 📚 rich vocabulary exposure ✏️ structured writing support 💛 encouragement and confidence-building 🌾 hands-on learning experiences Children deserve environments where they feel safe enough to try, make mistakes, ask questions, and grow. One of the things I often tell parents is: Progress in reading is absolutely possible. Children can build foundational literacy skills. Children can become stronger readers. Children can learn to enjoy books again. Children can rebuild confidence around learning. And importantly — parents do not need to become reading experts overnight. Sometimes the first step is simply understanding: • how your child learns best • what skills may be missing • what type of instruction is needed • what supports can help them thrive At My Learning Farm, we offer: 📚 1:1 academic support in reading, writing, spelling, and math 🌿 Structured literacy instruction ✏️ Academic assessments 🐐 My Learning Farm READS! literacy classes 💻 Homeschool consultations 💛 Special education advocacy support The Science of Reading movement continues to grow because families, educators, researchers, and universities are recognizing something incredibly important: Children deserve instruction rooted in how the brain actually learns to read. And when we pair evidence-based teaching with encouragement, patience, relationship, and hope… children grow. 🌾💛 Learn more about My Learning Farm here:https://www.mylearningfarm.com

Over the past several years, many parents and educators have quietly noticed something concerning: More children are struggling to read. Not just a little behind. Not simply “late bloomers.”But truly struggling with reading fluency, stamina, confidence, comprehension, spelling, writing, and vocabulary development. Recently, the Los Angeles Times published an article by Howard Blume titled “Reading Scores Continue Declining as Educators Sound the Alarm” highlighting the ongoing nationwide drop in reading achievement among students. The article discusses how many schools across the country are seeing declining literacy scores, widening academic gaps, and increasing concern about students who missed foundational literacy skills during and after the pandemic. New data shows reading scores have been declining for more than a decade, highlighting the importance of early, evidence-based literacy instruction. Every child deserves the opportunity to become a confident reader—and early intervention matters. You can read the article here:https://www.latimes.com/california/story/2026-05-13/reading-scores-declining-long-term-data-in-education-scorecard-show The article points to several contributing factors: • Interrupted instruction during COVID-which schoold have NEVER addressed the skills gap • Increased screen time • Reduced reading stamina • Gaps in foundational phonics and decoding skills • Chronic absenteeism • Emotional stress and anxiety impacting learning And honestly? Many families already know this reality firsthand. At My Learning Farm, I speak with parents every single week who say things like: “My child hates reading.” “She’s bright but struggles to decode words.” “He melts down during homework.” “She’s losing confidence.” “He says he’s dumb.” “The school says to just give it more time.” As both an educator and homeschool parent, I want families to hear this clearly: There is hope. 💛 Children can learn to read.Children can rebuild confidence.Children can grow with the right instruction, support, and environment. The good news is that we know far more about how children learn to read than we did even 10–15 years ago. Research around the Science of Reading and structured literacy has helped educators better understand the importance of: • Explicit phonics instruction • Phonemic awareness • Vocabulary development • Oral language exposure • Reading fluency • Structured writing instruction • Multi-sensory learning approaches At My Learning Farm, these evidence-based practices are woven into the heart of what we do. Through individualized academic support, structured literacy instruction, rich vocabulary exposure, read-aloud experiences, and calm relationship-based learning, students are given the opportunity to grow academically while also rebuilding confidence and joy around learning. And perhaps most importantly…Children need environments where they feel safe enough to try. Many struggling readers are carrying invisible emotional weight:fear of failure, comparison, shame, anxiety, perfectionism, frustration, or years of feeling “behind.” That emotional piece matters deeply. Learning is not just academic. It is emotional, relational, and neurological too. That is one of the reasons My Learning Farm intentionally blends evidence-based instruction with: 🌿 nature 🐐 animals 📚 cozy literacy spaces 💛 relationship-centered teaching ✏️ individualized support 🌾 hands-on learning experiences Children deserve places where they can breathe, belong, and build skills at their own pace. If your child is struggling with reading, please know: • You are not alone • Your child is not lazy • Your child is not broken • Early support matters • Progress is possible Sometimes the first step is simply understanding what your child truly needs. At My Learning Farm, we offer: • 1:1 academic support in reading, writing, spelling, and math • Structured literacy instruction • Academic assessments • My Learning Farm READS! literacy classes • Homeschool consultations • Special education advocacy support You can learn more here:https://www.mylearningfarm.com The reading recession may be real. But so is hope. 🌾💛

Learning to read can feel a little bit like learning to ride a bicycle. At first, children wobble. They need help. They fall off and try again. Then one day, something clicks. Before long, they are riding with confidence. Reading develops in much the same way. Many parents assume children naturally learn to read if they are surrounded by books. While books and reading aloud are incredibly important, science tells us that reading is not a natural process. Unlike speaking, our brains are not born knowing how to read. Instead, children must build a reading brain. Your Brain Wasn't Born to Read Humans are born ready to learn language, but not reading. Reading is a relatively new invention in human history, so the brain must recruit and connect several existing language and visual processing areas to create a reading network. If we could peek inside a child's brain while they are learning to read, we would see something amazing happening. Different regions of the brain begin working together to connect sounds, symbols, words, and meaning. Think of reading like a three-strand rope. Each strand is important, and when woven together, they create a strong reader. Strand #1: Language This strand helps children understand spoken words and language. The brain's language centers, including parts of the frontal and temporal lobes, help children learn vocabulary, sentence structure, and meaning. Children develop language by listening, talking, asking questions, hearing stories, and engaging in conversations. Strand #2: Sounds This strand develops a child's awareness of the sounds in spoken words. This skill is called phonological awareness—the ability to hear and manipulate sounds in language. For example: Cat = /c/ /a/ /t/ Dog = /d/ /o/ /g/ The smallest units of sound in spoken language are called phonemes. The word "cat" contains three phonemes: /c/ /a/ /t/ The study of the sound system of language is called phonology. Children who can hear, identify, blend, segment, and manipulate sounds are building the foundation for future reading success. Research consistently shows that phonological awareness is one of the strongest predictors of later reading achievement. Strand #3: Print and Symbols This strand helps children understand that written language is made up of symbols. A symbol is something that stands for something else. For example: A stop sign is a symbol that tells drivers to stop. A heart symbol can represent love. Letters are symbols that represent sounds. Children learn that letters and letter combinations represent specific sounds. This understanding is known as the alphabetic principle. For example: m = /m/ a = /a/ t = /t/ Together they make "mat." As children learn these sound-symbol relationships, reading begins to make sense. The Reading Brain's Superhighway Scientists using brain imaging technology have identified several important brain regions that work together when children read. Think of these areas as literacy centers that communicate with one another. The Phonological Processing Center Located primarily in the temporoparietal region of the left hemisphere, this area helps children hear, analyze, and manipulate sounds in words. This center is heavily involved in phonological awareness, blending sounds, and decoding unfamiliar words. The Word Recognition Center Located in the occipitotemporal region, this area contains what researchers call the Visual Word Form Area. This center helps readers quickly recognize familiar words. At first, a child may slowly sound out: c-a-t But after seeing and reading the word many times, the brain stores it for automatic retrieval. This process is called orthographic mapping—the brain's ability to permanently connect sounds, letters, and meaning so words become instantly recognizable. The Language and Meaning Center Located largely within the temporal lobe, including areas often associated with language comprehension, this region helps readers understand what words, sentences, and stories mean. After all, reading is not simply saying words correctly. Reading is understanding, learning, thinking, and making meaning from text. How Reading Develops Learning to read happens in stages. Stage 1: Learning About Sounds Children play with rhymes, songs, syllables, and beginning sounds. They learn that words are made of smaller sound parts. Examples: Cat rhymes with hat Dog starts with /d/ Rainbow has two syllables Stage 2: Learning Letter-Sound Connections Children learn that letters are symbols that represent sounds. Examples: b says /b/ s says /s/ m says /m/ They begin blending sounds together to read simple words. Stage 3: Decoding Words Children start sounding out unfamiliar words. Examples: map sit hot jump This stage requires direct instruction, practice, and repetition. Stage 4: Building Fluency Reading becomes smoother and faster. Children no longer need to sound out every word. Instead of spending all their energy figuring out words, they can focus on understanding the story. Stage 5: Reading for Meaning This is where reading becomes truly powerful. Children use reading to learn about history, science, animals, sports, and the world around them. Reading becomes a tool for learning rather than a skill they are still struggling to master. The Takeaway Reading is one of the most remarkable things the human brain learns to do. Children are not born knowing how to read. They build reading networks through language experiences, sound awareness, understanding symbols, explicit instruction, and practice. When we understand how the reading brain works, we can better support our children as they grow from beginning readers into confident lifelong learners. At My Learning Farm, we believe every child can grow as a reader when given the right instruction, support, and encouragement. Like seeds planted in fertile soil, readers develop over time—with patience, nurturing, and opportunities to flourish.

California families have never had more educational choices than they do today. Traditional public schools, homeschool programs, charter schools, independent study options, microschools, hybrid learning models, learning centers, private schools, online programs, and individualized academic support have become part of the educational landscape for hundreds of thousands of families across our state. That's why the 2026 race for California Superintendent of Public Instruction is worth paying attention to. One of the candidates, Assemblymember Al Muratsuchi, is well known in education circles for his leadership as chair of the Assembly Education Committee and for his support of AB 84, a bill that generated significant debate among homeschool families, charter school communities, and education advocates. Muratsuchi is currently a candidate for State Superintendent of Public Instruction. The discussion surrounding AB 84 raises a broader question: What does support for AB 84 tell us about a candidate's understanding of today's education landscape? Education Has Changed For many years, education discussions centered almost exclusively on traditional public schools. That is no longer the reality. Parents today are seeking educational environments that match their children's needs. Some families thrive in traditional schools. Others find success through charter schools, homeschooling, independent study, hybrid programs, or specialized learning environments. Many families are not leaving traditional schools because they oppose public education. They are looking for flexibility. They are looking for individualized learning. They are looking for options that better support children with dyslexia, ADHD, autism, anxiety, medical needs, or unique learning styles. The growth of educational choice reflects a growing demand from families who want learning environments that fit their children rather than expecting children to fit a single educational model. Why AB 84 Sparked Concern Supporters of AB 84 argued that the bill would increase accountability and oversight of non-classroom-based charter schools and ensure public funds are used appropriately. Opponents argued that the proposal would disproportionately impact many charter programs serving homeschool and independent-study families, reducing flexibility and limiting options that thousands of California families rely on. Regardless of where someone stood on the bill, the response was impossible to ignore. Parents organized. Families contacted legislators. Homeschool communities mobilized. Charter school families shared their stories. The debate demonstrated something important: California families care deeply about educational choice. The Rise of Homeschooling and Alternative Learning One lesson from the AB 84 debate is that educational choice is no longer a small movement. Across California, families are increasingly exploring alternatives to traditional educational models. Some seek greater flexibility. Some want more individualized instruction. Some need specialized support for learning differences. Others want educational environments that allow students to move at their own pace. The reality is that education is becoming more personalized. Families are asking different questions than they were ten years ago. Instead of asking, "Which school should my child attend?" Many are asking, "What learning environment will help my child thrive?" Are Policymakers Listening? Perhaps the most important question raised by the AB 84 discussion is whether education policy is keeping pace with educational reality. Families today want flexibility. They want innovation. They want accountability. But they also want options. Educational leaders face a difficult balancing act: protecting taxpayer resources, ensuring quality programs, and maintaining accountability while also preserving the flexibility that many families value. The challenge for any future Superintendent of Public Instruction will be understanding that California's educational landscape is no longer one-size-fits-all. What Families Are Telling Us As someone who works with both traditional-school and homeschool families every week, I hear a consistent message. Parents want: Strong reading instruction Effective math instruction Early intervention Support for learning differences Safe learning environments Meaningful communication Flexibility when appropriate Educational options that fit their children Most parents are not interested in political battles. They are interested in helping their children succeed. The families I meet are not choosing educational alternatives because they are against public education. They are choosing what they believe is best for their child. Looking Forward The Superintendent of Public Instruction has a tremendous influence on the future of education in California. As voters evaluate candidates, discussions about bills like AB 84 provide an opportunity to examine broader questions about educational philosophy, accountability, school choice, flexibility, and the future of learning in our state. The conversation is bigger than one bill. It is bigger than one candidate. It is about how California will respond to the changing needs of families and students. Because one thing is clear: Today's families are asking for more educational options, more flexibility, and more individualized pathways to success. The question for California's educational leaders is whether they are listening. Why This Matters at My Learning Farm At My Learning Farm, I work with students from traditional schools, charter schools, homeschool programs, and independent study programs. What I've learned is simple: Children do not all learn the same way. Some need structured literacy instruction grounded in the Science of Reading and Orton-Gillingham practices. Some need multi-sensory math instruction. Some need individualized pacing. Some need a different environment to build confidence and success. The future of education should not be about choosing one pathway for every child. It should be about creating opportunities for every child to learn, grow, and thrive. When we listen to families, support educators, embrace evidence-based practices, and remain open to innovation, we create a stronger educational system for everyone.