The Transformative Power of Structured, Explicit Literacy Instruction

Written by Hannah Shickle

Hannah Shickle believes that “when we teach reading right, we change lives.” Her own experience with dyslexia, ADHD, and scotopic sensitivity syndrome inform her practices in the classroom uniquely. Hannah’s journey to teaching effective literacy instruction began with an internal battle and has resulted in her impacting hundreds of students and their right to read. 

Imagine this: a bright, eager student, yearning to learn. Yet, every time they open a book, the sounds aren’t distinguishable and the letters swirl on the page, all refusing to form coherent words. This was my reality, living with dyslexia, ADHD, and scotopic sensitivity syndrome. 

Well-meaning teachers would urge me to “try harder” or to “read more.” But they didn’t understand – my brain was simply wired differently. The rules of reading were so crystal clear to my peers but remained a baffling mystery to me. Each day, as I struggled to keep up, I watched as my peers seemed to discover the “magic” of reading, while I felt my self-esteem slipping away, replaced by a gnawing sense of inadequacy. 

One pivotal moment stands out: A teacher, attempting to explain the concept of “left” and “right,” instructed us to make an “L” shape with our thumbs and forefingers. As my classmates excitedly discovered which hand made the correct shape, I sat in stunned silence. Both of my hands seemed to make an “L.” No matter how I looked at it, flipped it, or listened to everyone explain it, I couldn’t see it. In that instant, I realized I was fundamentally different from my peers. This sparked desperate strategies of masking, mirroring, and memorizing, just to go unnoticed. How could I be the only one that doesn’t see the ‘magic’?

My struggles continued, mostly unnoticed and undiagnosed, until I reached college. As I began my career in education, I continually thought that there had to be a better option for literacy instruction. 

Then I was offered the opportunity to participate in the Lead to Literacy grant. Through this grant, I attended the Chartwell Teaching Institute, where I discovered the transformative power of structured, explicit literacy instruction. Suddenly, the “code” of reading began to make sense.  I realized that this was the key that could unlock literacy for all students, not just those with dyslexia.

Fueled by this newfound understanding, I dedicated myself to creating a classroom where every child could thrive. With the incredible support of my administrator, structured literacy instruction began. It was messy, vulnerable work. My motto became “something over nothing”. Through training at Chartwell, I made valuable connections with teachers and coaches that strengthened my sense of community within the work. They encouraged me and offered suggestions and resources- This support system was only made possible with this grant and the training it provided.  

Supported, energized, and committed;  I implemented and refined strategies from Chartwell & my growing support system, and soon, my middle school students were making remarkable progress. One of my proudest moments came when my daughter, a student in my class, told me, “Mom, you make the kids who think they are ‘unspecial’ feel special.”

This is the power of effective literacy instruction. Every child deserves to experience the magic of reading, to know the thrill of mastering something that once seemed impossible, to know they are special. Together, we can ensure that no child struggles in silence. Students like me, in classrooms across the state, deserve to have teachers equipped with the skills, tools, and knowledge to help them unlock the ‘magic’ of literacy and offer them the chance to discover their own unique potential. 

Because when we teach reading right, we change lives.

Hannah Shickle brings almost a decade of teaching and leadership experience to Scott Valley Unified School District and Siskiyou County. Her expertise in literacy instruction led her to present at Chartwell Teaching Institute this past summer. She received her masters in education and bachelors in psychology from Simpson University.