Deep Dives
High-level, nuanced investigations analyzing complex, confusing, and sometimes controversial issues in literacy, shared on AIM Nexus.
Each column delves into the theoretical and research bases of an issue, and identifies where and why gaps in the research exist.
Print to Speech or Speech to Print?
Carlin Graveline Ku
The Issue
Phonics instruction isn’t a single, uniform approach. From print-to-speech to speech-to-print methods, key differences in how skills are taught may influence outcomes. Are popular approaches like OG truly the gold standard? Or does the research tell a different story?
Untangling DLD & Dyslexia
Carlin Graveline Ku
The Issue
Developmental Language Disorder (DLD) is gaining visibility, but how does it differ from dyslexia, and why don’t schools always use the same labels clinicians do? This article clarifies diagnostic systems, overlapping language profiles, and why these distinctions matter for how we support struggling readers.
Cognitive Load Theory
Carlin Graveline Ku
The Issue
Cognitive Load Theory is often praised for helping teachers design instruction that supports how students actually learn. But how strong is the evidence behind the claims when it comes to teaching students how to read?
Syllable Types and Division
Carlin Graveline Ku
The Issue
When decoding instruction shifts to multisyllabic words, attempting to apply rule-based phonics becomes less dependable. Are learning syllable types and syllable division principles worth students' time? We explore what research reveals about effective multisyllabic word instruction.