Hi, I’m Lauren!
After graduating with a Masters of Science in Speech-Language Pathology, I began working as a school-based SLP for the largest public school district in the country – NYC! I quickly discovered that nearly all of my students’ language-based IEP goals were connected to their ability to read and write at grade-level.
The “Simple View of Reading” states that proficient reading requires decoding AND reading comprehension. Digging a bit deeper, I discovered the research on early literacy instruction and the concept that it goes beyond simply decoding and spelling. In addition to phonics and word recognition, creating strong readers means strengthening phonological awareness, fluency, vocabulary, oral language comprehension, and text comprehension.
Hi, I’m Lauren!
After graduating with a Masters of Science in Speech-Language Pathology, I began working as a school-based SLP for the largest public school district in the country – NYC! I quickly discovered that nearly all of my students’ language-based IEP goals were connected to their ability to read and write at grade-level.
The “Simple View of Reading” states that proficient reading requires decoding AND reading comprehension. Digging a bit deeper, I discovered the research on early literacy instruction and the concept that it goes beyond simply decoding and spelling. In addition to phonics and word recognition, creating strong readers means strengthening phonological awareness, fluency, vocabulary, oral language comprehension, and text comprehension.
This was exactly what I saw in the students in front of me. It wasn’t just that they struggled with decoding and spelling. They needed to build vocabulary and background knowledge. They needed to work on listening skills. They needed to understand basic grammar and morphology. They needed to understand what a text was telling them at the sentence level before they could process paragraphs and books.
I spent hours and hours looking for resources that could address decoding, vocabulary, and comprehension at the same time. I needed resources that were straightforward, yet effective. I finally realized I could create these resources myself. And if I was having trouble finding the right resources for my students, maybe other teachers were too.
The Orton-Gillingham training that I have received through the OGA guides my intervention practices at the individual, small group, and whole class levels. An O-G approach to reading instruction is critical for our students with dyslexia (1 in 5!!), but highly-effective for ALL students.
Sharing Orton-Gillingham aligned resources through my TpT shop has allowed me to help educators bring the Science of Reading to life in their elementary school classrooms. I hope you will join me on this journey of bringing literacy and language skills to ALL students!
My Mission
I’m passionate about creating resources that bring the Science of Reading to life in elementary school classrooms. A common misconception about more traditional approaches to reading intervention is that the lessons can be “boring” or too “old-school.” In reality, evidence-based approaches to reading intervention can and SHOULD be creatively presented, motivating, and fresh, all while maintaining the core principles of structured literacy.
Fun Facts about Lauren
- I'm a Mom of 3 with twins on the way
- Obsessed with my Peloton
- I love to read and am in a monthly Book Club
- True crime fanatic
