Reading and the Brain

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.

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.

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

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.