From Letter Awareness to Literacy Success: A Brain-Based, Language-Driven Handwriting Framework

This Days with Dyslexia podcast episode explains how to teach handwriting through a language-based framework that integrates executive function to support reading and spelling development. It describes common handwriting struggles (illegible writing, slow and effortful neat writing, difficulty forming letters during spelling, heavy pressure and erasing) and argues that handwriting by hand recruits broader brain activity than typing, supports learning and memory across subjects, and should remain the primary writing mode through elementary school.

The speaker compares a language-based approach to typical fine-motor, repetition-based programs that rely on abstract concepts and tax working memory. She also outlines needed features of effective handwriting programs: explicit instruction, multimodal engagement of language (eyes, hands, ears, mouth), executive function support, and a sounds-first approach that still prioritizes letter names as stable anchors. The Head-to-Handwriting® program is presented, using executive-function questions, lowercase-first instruction, sound ladders, tiny sound cards, and specialized paper to build accuracy, automaticity, directionality (including B/D), and early word-level reading and spelling connections.

00:00 Welcome and Goals

00:54 Handwriting Struggles Signs

02:30 Brain Benefits of Writing

05:02 Why Programs Fall Short

06:52 What Kids Really Need

08:12 Beyond Fine Motor Skills

12:10 Head to Handwriting Overview

13:48 Executive Function Explained

17:47 Sounds First and Letter Names

22:42 Building Letter Automaticity

24:20 Program Levels and Lowercase

28:08 Executive Function Letter Cues

30:09 From Letters to Words

31:39 Sound Ladders and Tiny Cards

34:45 Paper Tools and Takeaways

36:19 Reversals and Directionality

43:17 Program Wrap Up and Close

On the Days with Dyslexia podcast, Michelle interviews special education advocate Sue Lux, a former special ed teacher with over 20 years of experience, two master’s degrees (learning disabilities and administration/supervision with school law), and founder of a Vienna learning center and Assets Special Education, where she supports families nationwide with IEPs and 504 plans.

Sue explains that many disputes stem from inadequate data and lack of specialized instruction required by IDEA, and advises parents to seek baseline reading data through phonics assessments and fluency “cold reads,” not just SOL scores.

She recommends building rapport with case managers and asking about credentials and evidence-based curricula outside IEP meetings. Sue urges parents to keep a binder, monitor progress reports, request raw data, and call addendum IEP meetings when goals are met early or progress is insufficient. She shares cases involving compensatory services for denial of FAPE and complex placement disputes in small districts.

00:00 Welcome and Guest Intro

00:34 Sue’s Teaching Background

01:15 From Tutoring to Advocacy

03:19 What Cases Advocates Handle

04:20 Reading IEP Data Basics

05:44 SOLs and Cold Reads

08:09 Teacher Training and Curriculum

08:33 Asking Credentials Tactfully

11:12 Progress Reports and the Binder

13:52 School vs Parent Perspective

17:43 When Trust Breaks Down

20:21 Handling Disagreements and FAPE

21:18 Case Study Compensatory Services

24:00 Case Study Placement in Small Districts

26:05 How to Contact Sue

26:51 Wrap Up and Thanks

You can contact Sue through her website: https://suespecialed.com/