10 Mind-Shifts for Effective Reading Instruction
A “mind-set” works behind the scenes, sometimes helping us and sometimes hindering us. When it comes to teaching reading, knowing about the science of reading, is not enough.
We need a mind-shift!
Here are 10 mind shifts and how the OG Associate Course can help educators make the shift in practice towards effective reading instruction.
Let’s call it the “OG Mind-Shift!”
Note: This is a technical article so let’s “geek-out” on structured literacy vocabulary!
10 Mind-Shifts for Effective Reading Instruction
1. From “reading is natural if you sit kids with books” to “reading is a learned skill that must be taught explicitly”
Why it matters: Reading depends on phonology, orthography, morphology, syntax and semantics. Most children need explicit, sequenced instruction in these building blocks.
How the OG Associate Course helps: Teaches the scientific foundations that show why explicit instruction is necessary; models structured, cumulative lessons that deliberately teach phonemes, letter-sound correspondences, syllable types, and morphology.
2. From “phonics is optional” to “systematic, cumulative language instruction is central”
Why it matters: Phonics taught haphazardly leaves gaps; dyslexic learners especially need systematic progression and lots of practice.
How the OG Associate Course helps: Provides a clear scope-and-sequence and learning routines for five literacy pillars: phonological awareness, phonics, fluency, vocabulary, and reading comprehension, plus practice designing and delivering systematic literacy lessons that follow mastery criteria.
3. From “one method fits all” to “different learners need structured, multisensory approaches and data-driven differentiation”
Why it matters: Learners vary in profile; structured-literacy adapts while keeping fidelity to explicitness.
How the OG Associate Course helps: Trains teachers to use multi-sensory techniques (visual, auditory, kinesthetic, tactile), to assess quickly, and to adjust pacing and scaffolds based on data.
4) From “fluency is just practice reading” to “fluency is built from accurate decoding + practice + prosody instruction”
Why it matters: Repeated reading alone won’t fix decoding gaps. Fluency interventions must target automatic word recognition and phrasing.
How the OG Associate Course helps: Teaches how to develop accurate and automatic decoding to build fluent oral reading.
5. From “vocabulary and comprehension happen naturally” to “vocabulary and comprehension require explicit instruction connected to decoding”
Why it matters: Comprehension depends on word and world knowledge; decoding without language instruction limits understanding.
How the OG Associate Course helps: Integrates language instruction (morphology, syntax, vocabulary) and comprehension strategies into lesson plans so meaning-making is linked with decoding skill.
6. From “assessment is occasional (report cards)” to “assessment is continuous, diagnostic, and guides instruction”
Why it matters: Without targeted assessment, you can’t know whether instruction is working or where to intervene.
How the OG Associate Course helps: Teaches diagnostic measures (phonemic awareness, nonsense-word reading, oral reading accuracy, encoding) and how to use results to plan diagnostic and prescriptive individualized lessons.
7. From “teaching by intuition is fine” to “teaching requires instructional design, pacing, and fidelity”
Why it matters: Good intentions aren’t enough; structured literacy requires lesson design, consistent routines, and fidelity to effective sequences.
How the OG Associate Course helps: Provides a lesson structure with all components of language learning, pacing guidance, sample materials, modelling, and practice with feedback, so teachers can deliver consistent, evidence-based lessons every time.
8. From “errors are failures” “to “errors are diagnostic opportunities for targeted teaching”
Why it matters: Mistakes reveal the specific knowledge or mastery gaps (phoneme discrimination, orthographic mapping); interpreting errors correctly changes the next lesson.
How the OG Associate Course helps: Trains teachers to analyze error types, record miscues, and choose corrective micro-lessons to target root causes rather than repeat general practice.
9. From “reading support is remediation only” to “early, preventive structured literacy prevents many reading difficulties”
Why it matters: Early, explicit instruction reduces the number of students who fall behind and the intensity of later remediation.
How the OG Associate Course helps: Emphasizes early screening, targeted interventions, and proactive routines so teachers can prevent gaps before they widen.
10) From “teaching reading is solitary” to “effective reading programs include coaching, collegial review, and ongoing professional learning”
Why it matters: Implementation quality depends on training, feedback, and sustained coaching — otherwise initial gains fade.
How the OG Associate Practicum helps: The OG Associate practicum typically includes, observed lessons, mentor feedback, and cohorts — building a community of practice and ongoing supervision to maintain fidelity and growth.
Interested!?
You can make the shift!
Learning and application of new knowledge happens most often in community!
Join the Education Maverick community by applying for the next OG Associate Course cohort coming up: Begin by clicking here.