Everything you need to know about literacy and related concepts: an autistic info dump
Often times, I share a link or two related to a topic I’ve written about here. In this article, to facilitate easy sharing, I want to aggregate the articles that I’ve written that deal with literacy, the so-called “science of reading, language processing styles, and supporting diverse learners on one page.
My latest books
No Place for Autism? (link)
Holistic Language Instruction (link)
Decolonising Language Education - Reframing English Language Development for Multilingual and Neurodiverse Learners (In production. Out in 2025)
My series on literacy and language processing types
In this series, I explore the diversity of language processing styles, focusing on the differences between analytic and gestalt learners. The articles critique literacy policies that promote a narrow, one-size-fits-all approach to reading instruction, such as California’s AB 2222, the proposed “literacy law.” I argue that an overemphasis on phonics-based teaching methods fails to adequately support gestalt language processors, who make up a significant portion of the student population. The series offers strategies for supporting both analytic and gestalt learners in developing literacy skills across various grade levels and subject areas, advocating for an inclusive approach that nurtures the strengths of all types of language processors.
The Tyranny of 'Normal': How AB 2222 Perpetuates a Narrow Vision of Literacy Development (link)
The Forgotten 40%: How California's Proposed 'Literacy Law' Fails Gestalt Language Processors (link)
The Literacy Divide: How Overemphasis on Phonics Fails Gestalt Language Processors (link)
Bridging the Gap: Supporting Gestalt Language Processors in the Early Elementary Years (link)
Empowering Diverse Learners: Strategies for Analytic and Gestalt Language Processors in the Upper Elementary Years (link)
Nurturing Language Diversity in the Middle School Years: Supporting Analytic and Gestalt Language Processors in the Same Classroom (link)
Language Diversity Across the Curriculum: Supporting Analytic and Gestalt Language Processors in All Classrooms (link)
Commentary on the so-called “science of reading”
These articles offer a critical examination of the so-called “science of reading” movement and its influence on literacy education policies and practices. I question the scientific basis of this approach, exploring issues such as the lack of evidence supporting some of its key claims and the role of “evidence mills” in shaping the narrative. The articles also raise concerns about the impact of the so-called “science of reading” on classroom practices, such as the reduced emphasis on reading aloud and recreational reading. I critique organizations like The Reading League and the National Council on Teacher Quality, arguing that they serve corporate interests rather than promoting evidence-based literacy instruction. The series also examines specific policies influenced by the so-called “science of reading,” such as California’s SB 114 which mandates universal screening for reading difficulties in K-2 grades. Ultimately, I argue that the so-called “science of reading” movement represents a continuation of failed approaches to literacy education and call for a more comprehensive, research-based approach that recognises the complexity of reading development.
Where's the science in the Science of Reading? (link)
What are “evidence mills?” (link)
“Evidence Based” does not mean what you think it means. (link)
The Science of Reading ... what actually works? (link)
The Science of Reading Monopoly: How Corporate Interests are Shaping Literacy Policy (link)
Lost in Translation - the Science of Reading edition (link)
Reading Aloud to Students Shouldn’t Lose Out to ‘Science of Reading’ (link)
Recreational Reading (link)
Beware the Reading League (link)
Where’s the Evidence from The Reading League’s Corporate Sponsors? (link)
K-2 Universal Screening for Reading Difficulties: California's SB 114 (link)
More of the same will lead to more of the same (link)
Is the National Council on Teacher Quality an advertising agency? (link)
Accommodation, Differentiation, and Universal Design for Learning
This collection of articles focuses on strategies for supporting diverse learners in inclusive classroom settings through accommodation, differentiation, and Universal Design for Learning (UDL). I provide practical guidance on differentiating instruction for students with various learning needs, including those with IEPs, specific learning disabilities, other health impairments, autism, English language learners, twice-exceptional students, and those with unfinished learning. The articles also explore the relationship between UDL and assistive technology, the benefits and challenges of inclusion and mainstreaming, and the role of explicit instruction in supporting diverse learners. I argue for extending UDL principles to adult professional meetings and offer tips for effective studying. Additionally, I discuss the process of identifying and evaluating children with suspected disabilities. Overall, these articles emphasise the importance of creating flexible, responsive learning environments that accommodate the needs of all students.
Differentiating readings for students with IEPs (link)
What differentiation can look like in a maths classroom (link)
What does UDL have to do with assistive technology? (link)
Inclusion or Mainstreaming: which is better for your special education student? (link)
What is explicit instruction? (link)
Differentiation of a Geometry Lesson for Students with Specific Learning Disabilities (SLD) (link)
Differentiation of a Geometry Lesson for Students with Other Health Impairments (OHI) (link)
Differentiation of a Geometry Lesson for Autistic Students (ASD / AUT) (link)
Differentiation of a Geometry Lesson for English Language Learners (ELLs) and Emergent Bilinguals (EBs) (link)
Differentiation of a Geometry Lesson for Twice Exceptional Students (2e) & Gifted Learners (link)
Differentiation of a Geometry Lesson for Supporting Unfinished Learning (link)
Differentiation of a Geometry Lesson with Direct/Explicit Instruction and Pre-Teaching Key Vocabulary (link)
Why no UDL for adult professional meetings? (link)
How to study (link)
Identification and Evaluation of Children with Suspected Disabilities (link)
Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS)
This series of articles discusses Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS), two frameworks designed to provide targeted support to struggling students. I critique the common practice of waiting for children to fail before providing them with additional assistance, advocating instead for early intervention and prevention. The articles also address the issue of prompt dependence and offer strategies for reducing it. I provide guidance for parents navigating special education services, answering frequently asked questions and raising concerns about the validity of certain specialist certifications. The series also explores factors contributing to chronic absenteeism and how schools can support students with attendance challenges. Finally, I discuss alexithymia, a common trait among autistic individuals, and how it can manifest in student behaviors. These articles emphasize the importance of proactive, individualized support systems that address the diverse needs of all learners.
The problem of waiting for children to fail before they receive help (link)
It’s time to reduce prompt dependence (link)
Questions Often Asked by Parents about Special Education Services (link)
Certified Autism Spectrum Disorder Clinical Specialist? Really? (link)
Why are some students chronically absent from school? (link)
Alexithymia and Autistic Student Behaviours (link)
The articles featured in this collection represent just a small sample of the nearly 800 pieces I have authored for the AutSide Substack. These writings cover a wide range of topics related to education, literacy, language processing, and supporting diverse learners. Visitors and supporters alike are encouraged to explore the wealth of information available by using the search function to find articles relevant to their specific interests and needs. If you don’t find what you're looking for, please don’t hesitate to reach out. Your questions, comments, and suggestions are invaluable in generating ideas for new articles and ensuring that this resource continues to grow and evolve to meet the needs of its readers.