Blog

This week, we're talking about evidence-based, data-driven instruction, grounded in insight and recommendations from Mary Schreuder, PhD, Director of Literacy at The Achievement Network (ANet).

This week, we're building on that foundation with a topic that sits at the heart of everything we do at Storyshares — and one that is too often misunderstood. We're talking about accessibility, with contributions from Ethan Pierce, founder of Adaptive Reader.

This week we're diving into infrastructure, as envisioned by Dr. Sarah Holbrook from the Science of Reading Center at SUNY New Paltz and Sundays with Sarah.

For too long, literacy instruction has focused almost exclusively on K–3. The assumption — spoken or not — has been that if students aren't reading by third grade, the window has closed. But millions of students in grades 4–12 are proof that this assumption is wrong. Now is the moment to build something better.

A dedicated literacy advocate and middle school ELA teacher, Jamie Class was seeking a new literacy intervention curriculum for her older striving readers that was engaging, accessible and relevant.

Millions of teenagers leave middle and high school without the reading skills they need. Storyshares is building the comprehensive, engagement-first approach that finally changes that.

Across the country, secondary schools are facing a silent crisis: older striving readers are being left behind by intervention programs designed for elementary students. At Storyshares, we believe that every student deserves the chance to learn to read, regardless of their age. We are proud to share a story of transformation from our partners at Phoenix Charter Academy Chelsea, a school that refused to accept flatlining literacy scores as the status quo.

So many decodable texts felt too simple, too repetitive, or just plain boring, especially for older elementary students who want real stories but still need structured phonics practice. At the same time, the books my students wanted to read were often linguistically out of reach, forcing them to choose between something interesting and something accessible.‍That’s when I realized there was a gap. ‍So I decided to write the books my students were missing.