A new blog post is live. This one is close to my heart: adolescent literacy, the myths that have held students back, and the shifts that can truly change trajectories. I’ve been doing a lot of thinking about adolescent literacy—what it really means, why it matters, and what it will take to truly support our secondary teachers. Across the country, middle and high school classrooms are filled with students who never received what they needed early on: explicit instruction in fo

Doc Holbrook takes a powerful look at the global literacy crisis, why Africa matters, and how shared resources and evidence-based reading instruction can change futures.

A powerful look at the school-to-prison pipeline, literacy gaps, and how small instructional steps can change a child’s life—and rewrite their future.

When Writing Instruction Changed: What We Lost, What We’re Gaining The Writer’s Workshop Era For nearly two decades, the Writer’s Workshop  model dominated classrooms across America. Popularized by Lucy Calkins and her Units of Study for Writing , the approach emphasized voice, choice, and authenticity. Students were encouraged to “live like writers” — to see themselves as authors who drew inspiration from their own lives. As Calkins once wrote, “Children need time to write,

Doc Holbrook reflects this week on the real work behind shifting to the science of reading — the assessment changes, the new materials, the rewritten report cards, and the emotional weight on teachers. The change has been hard, messy, and at times overwhelming, but it is also deeply worth it when you see students reading, writing, and speaking with new confidence and clarity.

In this week’s blog, Doc Holbrook reflects on why curriculum isn’t the enemy — it’s the equalizer. A strong foundation doesn’t limit great teaching; it makes it possible.

Doc Holbrook presenting on leading literacy change at Southern Westchester BOCES. Leadership isn’t about predicting change—it’s about staying steady through it. This was a hard week. The kind of week Michael Fullan would call the implementation dip —that period when the excitement of change gives way to the discomfort of actually doing it. Fullan describes it as “a dip in performance and morale as people grapple with the new demands of change before competence and confidence

The first-ever Leading Literacy Summit proved that the Science of Reading is also the Science of Change. From policy leaders to teachers, unions, universities, and families, education partners across New York came together with one goal: improving reading for every child. Learn how collaboration, leadership, and shared purpose are transforming literacy from the classroom to the statehouse.

At The Reading League conference and back home in Kingston, Dr. Sarah Holbrook reflects on sustaining literacy change by growing teacher leaders.

This Dyslexia Awareness Month, education leader Doc Holbrook calls on schools to end 30 years of reading failure. Learn how evidence-based instruction, MTSS, and teacher training can finally close the gap and give every child the right to read.

In this post, Doc Holbrook reflects on a conversation with a retired teacher and the power of learning from the past. Real change in literacy comes when we honor history, avoid old mistakes, and build sustainable systems so the Science of Reading lasts for every student.

Discover how one district leader transformed middle and high school literacy by implementing evidence-based reading instruction, dedicated reading classes, and teacher coaching. Learn the challenges, strategies, and real results of bringing the Science of Reading to adolescents.

People assume if kids haven’t learned to read by elementary school, it’s too late. That couldn’t be further from the truth. Secondary literacy is one of the biggest challenges we face—middle and high school students are still struggling, and it’s our job to help them. This post looks at why older readers fall behind and how schools can support them with evidence-based practices from the Science of Reading. With scaffolds like background knowledge, vocabulary, word reading, an

The aftermath of balanced literacy is leaving many middle and high school students without the decoding, spelling, and comprehension skills they need to succeed. Schools must move beyond balanced literacy by adopting evidence-based reading instruction that builds strong foundational skills, prevents the school-to-prison pipeline, and prepares students to thrive as successful, contributing members of society

Doc Holbrok presenting to English teachers at Superintendent Conference Day. The start of the school year can always feel overwhelming....

Because the lessons that shape us aren’t found in textbooks— they’re passed down from those who’ve been there before. Doc Holbrook 20...

Doc Holbrook at the warehouse with the new knowledge building program. As many schools shift to the science of reading, they’re adopting...

Doc Holbrook and her daughters enjoying an LBI sunrise. Turning "Sunday Scaries" into Monday Momentum If you work in education, you’re...

When Schools Unite Around Literacy: A Summer of Growth Doc Holbrook with SUNY New Paltz literacy candidates and KCSD teacher Lauren...

Are we tracking progress—or just collecting data? Many schools invest heavily in diagnostic tools, but real reading growth happens through high-quality instruction and teacher expertise. Discover why building educator knowledge—especially in the science of reading—matters more than dashboards. #LiteracyMatters #ScienceOfReading #EducationReform #ReadingInstruction #EdLeadership