Stephanie Stollar Consulting

Website Contact the business

Stephanie Stollar Consulting I support educators to improve reading outcomes through learning and using the science of reading.

Are your groups just a glorified seating arrangement?Make your groups work harder by leaning on them to make informed in...
10/08/2026

Are your groups just a glorified seating arrangement?

Make your groups work harder by leaning on them to make informed instructional decisions with the adults, time, and resources you already have.

We’re working through it all in Meet the Need, starting October 15 inside Reading Science Academy.

I’m challenging educators to think about skill-based groups in the context of the adults available.

❓ Who teaches which skill?
❓ Which students need the smallest group?
❓ Where can you combine across classrooms?

In Meet the Need, you’ll get a Grouping & Instruction Decision Guide built for real schools.

I created it with all scenarios in mind, whether you’re one teacher trying this alone, two teachers teaming up, or have a whole grade level on board.

Start with your resources, then build the best model you can.

Meet the Need starts October 15 with a Masterclass, Cheat Sheet, and Q&A Session focused exclusively on getting results from your assessment-driven skill-based groups.

Join now to work through these decisions with us live, then keep going with your full access to the Reading Science Academy membership.

https://www.stephaniestollarconsulting.com/register?utm_source=Facebook&utm_medium=Post&utm_campaign=26_10_08_Research_Real_Talk

10/07/2026

A student gets the answer right. Is it time to move on? 🤔

Accuracy is an important milestone in learning, but students also need enough successful practice for new skills and strategies to become quick, stable, and easy to apply.

That matters especially for students who need more repetitions to learn. When we move into more difficult material while foundational skills are still effortful, students have to manage the new challenge while still thinking hard about the old one.

In this Direct Instruction myth-busting video, I’m talking about what practice to mastery looks like, why Direct Instruction begins with easier patterns, and how mastery prepares students to apply what they’ve learned as reading becomes more complex.

📚 Want 60+ practical, evidence-based literacy routines you can use with your students as early as tomorrow? Get your copy of Routines for Reading Results here: https://amzn.to/4zffllg

👍 Like this video, subscribe to Reading Science Academy, and keep an eye out for the rest of the Direct Instruction Myth series.

Do you want your data to look different this year?You’re in a critical window right now. It’s only October.You have begi...
10/06/2026

Do you want your data to look different this year?

You’re in a critical window right now. It’s only October.

You have beginning-of-year data, most of the school year ahead of you, and the opportunity to change the trajectory of students’ reading progress before gaps get wider.

The biggest question I want you to answer in Meet the Need is:

💡 What is this data telling you to change about Tier 1?

Meet the Need is built around the work already sitting in front of you:

📈 Your screening results
👥 Your groups
✏️ Your instructional decisions
🧑‍🏫 Your staffing realities
🧒 Your students

Instead of adding more theory, Meet the Need helps you make better decisions now.

Here’s how it will work:

1️⃣ October 15: “Find the Need in Tier 1”

In the live Masterclass, I’ll help you move from screening results to instructional decisions.

- Which students need which next skill?
- What patterns are showing up?
- Does your current Tier 1 make sense for the skills in front of you?

2️⃣ October 22: “Meet the Need in Tier 1”

The Grouping & Instruction Decision Guide is a cheat sheet that you can fill in with your data to determine exactly who needs the same next skill, how large the groups should be, which instructional approach fits, and how to make it happen with the adults you have available.

3️⃣ November 5: “Make It Work in Tier 1”

The Make It Work Q&A Session is where you’ll bring the messy parts of implementation and problem-solve them with me, along with your fellow Reading Science Academy members.

Our collective goal is to give all students the instruction they need, often enough to make meaningful progress.

🎯 Meet the Need is your starting point.

When you join, you’re a Reading Science Academy member. You’ll have access to the full scope of the membership:

Masterclasses, Cheat Sheets, Office Hours, Substitute Teacher sessions, and a trusted community of educators in ongoing, searchable conversations.

📍 Meet the Need is your way in.

There’s still plenty of Tier 1 left to teach. Join Reading Science Academy now and work through it with us live.

We start October 15.

Join here: https://www.stephaniestollarconsulting.com/register?utm_source=Facebook&utm_medium=Post&utm_campaign=26_10_06_RSA_Promo

If you think Emily Hanford’s new podcast is going to reveal something new, watch this. The results of Direct Instruction...
10/04/2026

If you think Emily Hanford’s new podcast is going to reveal something new, watch this. The results of Direct Instruction have been known for decades.

“Even more politically incorrect, kids are grouped by skill.”

https://youtu.be/UMCJ_AGZiho?is=hKILsjXk3QZwuzdx

Sign up for a free subscription to Boon Philanthropy's wonderful publication, VIM magazine. The latest issue includes a ...
10/03/2026

Sign up for a free subscription to Boon Philanthropy's wonderful publication, VIM magazine. The latest issue includes a fantastic interview with Reid Lyon!

📢 Dyslexia Month Reminder: Universal screening is an early-warning system, not a diagnosis.Universal screening is one of...
10/01/2026

📢 Dyslexia Month Reminder: Universal screening is an early-warning system, not a diagnosis.

Universal screening is one of the best tools we have for spotting students who may be at risk for reading difficulty.

👉 You don’t have to wait for a formal diagnosis to start intervention.

Here’s the difference:

🔍 Universal Screening

A brief early-warning tool that is administered to all students at certain checkpoints throughout the year. It helps you identify which students may be at risk for future reading difficulty so you can act early.

✅ A low screening score tells you to pay attention and gather more information.

❌ It does not, by itself, tell you a student has dyslexia.

🔬 Evaluation

More comprehensive than screening and can help a team understand a student’s specific pattern of strengths and needs.

✅ The goal of an evaluation is to gather the information needed to make well-informed decisions about support.

❌ It is not a necessary next step for every student with a low screening score.

The overarching rule:

👉 All assessment should lead to action.

When screening identifies risk, don’t wait for a diagnosis. Instead, ask:

- What skills does this student need to develop?
- How will we support those skills and monitor progress?
- And what additional questions do we need an evaluation to answer?

The data is only useful when it changes what happens next.

We’re talking about dyslexia all month long, so make sure you’re getting my emails. 👇

Get more dyslexia resources, access the free PreK–12 Resource Library, and join my email list: https://www.stephaniestollar.com/prek-12/free-resources?utm_source=Facebook&utm_medium=Post&utm_campaign=26_10_01_Assessment

Try “Complete the Cycle” in Tier 1 tomorrow.Use this four-step routine to build toward an accurate response:1️⃣ CheckCar...
09/29/2026

Try “Complete the Cycle” in Tier 1 tomorrow.

Use this four-step routine to build toward an accurate response:

1️⃣ Check

Carefully monitor students while they respond.

Watch their eyes, hands, and mouths, and listen closely.

Before you can respond effectively, you need to know whether an error occurred and which students need more practice.

2️⃣ Correct

As soon as you hear or see an error, stop and give the correct response in a calm, neutral voice.

Read the word. Say the sound. Define the vocabulary word.

Model whatever the accurate response should be.

Keep the correction quick so learning keeps moving.

3️⃣ Confirm

Give students the item again and have everyone respond correctly.

That gives every student another opportunity to practice while helping you confirm that the group is ready to continue.

And remember: individual turns matter, too. Students who need additional practice can sometimes hide inside a strong group response.

4️⃣ Cycle Back

Go back a few items before the error and work forward again.

That might mean rereading 3–4 words in a list, restarting the sentence, or repeating the few items that came before the mistake.

Cycling back builds positive response momentum and gives you another opportunity to confirm accurate performance before moving forward.

🤔 Why bother completing the whole cycle?

Feedback is part of instruction. A 2023 review of 44 empirical studies found that corrective feedback significantly influences student learning across literacy, mathematics, and problem solving (Fyfe, Borriello, & Merrick, 2023).

This whole routine takes only seconds.

Want more practical ways to strengthen the instruction students receive every day?

✨ Get my 10 Ways to Enhance Tier 1 Instruction from my free PreK–12 Resource Library here: https://www.stephaniestollar.com/prek-12/free-resources?utm_source=Facebook&utm_medium=Post&utm_campaign=26_09_29_Classroom_Instruction

Let’s connect at the Reading League Conference this week!
09/27/2026

Let’s connect at the Reading League Conference this week!

Address

Terrace Park, OH

Website

Alerts

Be the first to know and let us send you an email when Stephanie Stollar Consulting posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Contact The Business

Send a message to Stephanie Stollar Consulting:

Shortcuts

Share