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Across the United States, states are passing laws requiring schools to adopt evidence-based reading practices aligned with the Science of Reading. But if research has shown how children learn to read for decades, why has it taken so long for classroom practice to catch up? In this article, we explore the gap between research and practice—and how Cornerstone is taking a different approach.

Public education is a promise that every child will receive a meaningful and adequate education. Children move through school only once. They cannot wait for funding debates or system reforms to catch up. New Hampshire’s obligation applies to all public school students, including those in charter schools. Choice within the public system strengthens that promise by allowing schools to respond to students’ needs now, not years from now.

Is multisensory instruction only for struggling readers? Learn how structured, active learning strengthens reading, math, science, and social studies.

A growing body of research shows that the brain processes reading on paper differently than reading on a screen, even when the words are identical. Large analyses of multiple studies have found that students who read physical texts tend to remember more and comprehend more deeply than those who read digitally.

Families often question whether their child is appropriately challenged at school. At its core, this question reflects an understanding that all children are naturally curious and eager for deeper thinking, meaningful work, and intellectual challenge. When children appear disengaged, it is rarely because they lack curiosity; often, the learning environment is not designed to unlock confidence and motivation.

Peer collaboration builds skills like communication, leadership, and conflict resolution, while fostering deeper learning, diverse perspectives, and increased student motivation.  As families learn more about Cornerstone Public Charter School, we often hear thoughtful questions about what the school day will actually look like for children. Parents want to know not only about our focus on literacy, but about the full learning experience. These are important questions, and we’

Choosing a school is one of the biggest decisions a family makes. Asking the right questions helps. Choosing a school is one of the biggest decisions a family makes, and for many parents, reading instruction sits right at the center of that choice. Reading is the gateway to everything else children learn. When it’s going well, school feels manageable. When it’s not, everything feels harder. The challenge is that nearly every school will say they “teach reading well.” So how c

Students are actively engaged in Orton-Gillingham lessons. A Common Misconception About Orton-Gillingham The Orton-Gillingham (OG) approach is often associated with a quiet tutoring session with one student and one teacher using a carefully planned lesson designed for children with dyslexia. Because of this, some assume that OG instruction must be slow, rigid, or even boring. That picture could not be further from the truth, especially when OG is brought to life in a classroo

Children learn when they are supported by a classroom culture that creates a place where they feel safe enough to take a risk.  Learning is difficult!  It requires us to feel a bit uncomfortable within the learning process.  This discomfort is what propels us to learn or continue learning.  At Cornerstone Chartered Public School we intentionally create spaces for children to successfully navigate their discomfort so they can learn to the very best of their ability.

Critical thinking starts with literacy and needs to be built on purpose from the very first years of school. Children cannot think critically about what they can't read, understand, or talk about. When reading skills are taught clearly and systematically, children do not need to spend mental energy on decoding and can focus on meaning, ideas, and understanding. This creates the conditions for deeper thinking.

The Orton-Gillingham Approach works for all students because it aligns with how the brain learns to read. We don't have to rely on philosophy or long-held beliefs about how to teach reading. We have decades of science to inform our instruction.

At Cornerstone, we believe school structures should reflect how children actually grow and develop. In the primary grades especially, children do not grow in neat, linear ways. Their academic, social, and emotional development unfolds at different rates and in different rhythms. Traditional grade-level systems assume that children of the same age are ready for the same expectations, pace, and routines at the same time. In reality, that structure can unintentionally leave some