Category: Experts

Teaser: If you’ve ever heard the sound of breaking glass followed by, “I didn’t mean to!”, this one’s for you. From toppled plants to shattered vases, impulsiveness in children is part of family life—especially with kids who move fast and think later. Here’s what’s really going on in those moments (and how to handle them with humor, patience, and maybe fewer breakables).

There was a stretch of years when I was convinced my boys had radar for anything fragile.

They knew they weren’t supposed to throw balls in the house. We had discussed this. Multiple times. Yet somehow, that rule evaporated the minute a ball appeared. A Nerf football would sail across the living room, knocking over a glass of milk. A wiffle ball would take out a plant. Once, a tennis ball ricocheted off a picture frame like a well-aimed trick shot.

And then came the vase incident.

It wasn’t even a valuable vase—until it shattered. Suddenly it was emotionally priceless. The sound of breaking glass froze everyone in place. Eyes wide. No one breathed. And then, in unison:
“I didn’t mean to!”

They needed to be outside.

And I needed fewer breakables.

The Impulsive Brain at Work

If you’re raising a child with ADHD (or, let’s be honest, any active child with a pulse), you’ve probably lived a version of this story.

Impulsivity isn’t disobedience—it’s neurology. The part of the brain that controls impulse and inhibition is still under construction for years, and for children with ADHD, that “under construction” sign tends to stay up a little longer.

That means your child may:

• Speak before thinking
  
• Act before assessing
  
• Leap before looking (literally or figuratively)
  

It’s not because they don’t know better—it’s because in the moment, knowing and doing are two entirely different things.

When Impulsivity Moves Into Learning

Impulsivity doesn’t stop at broken vases. It shows up at the kitchen table, too:

• Rushing through homework just to be done
  
• Guessing at a reading word instead of decoding it
  
• Skipping directions because “I got it, Mom!”
  

The same quick energy that drives creativity can also derail concentration. For children with ADHD, that drive to “just do it” can be both a superpower and a stumbling block.

How to Design for Fewer (Metaphorical) Vases

Parents can’t bubble-wrap the world, but we can make small changes that help impulsivity work for our children instead of against them.

Try these:

• Pause before play. Practice short moments of “think time” before responding or moving on.
  
• Create structure. Predictable routines anchor the day and reduce impulsive detours.
  
• Give feedback fast—but gently. Catch the moment, name it, and move on without shame.
  
• Model calm. Children borrow our tone when theirs runs off the rails.
  
• And remember: humor helps. A lot. Sometimes all you can do is sweep up the vase, smile, and add “impulse management” to tomorrow’s to-do list.

Final Thought

Impulsivity is not the enemy—it’s part of growing up and wiring up. The trick is to design an environment that channels all that energy into learning, problem-solving, and yes, play… preferably outside.

Because the truth is: every family has a vase story. Some of us just have more than one.

October is Dyslexia Awareness Month, a time to lift the voices and stories of children and adults who learn differently. Too often, conversations about dyslexia get caught in perception—that old saying, “perception is reality.” But when it comes to learning differences, clinging to perception alone can do real harm.

Perception tells us a child is lazy, distracted, or just not trying hard enough.
Perception whispers that if a student can speak fluently, surely they can read fluently too.
Perception judges the struggle instead of seeing the learner.

But perception isn’t the whole story.

Shifting from Perception to Perspective

What if, just for a moment, we shelved perception and leaned into perspective?
Perspective is the lived experience of a child who looks at a page and sees letters swimming. It’s the internal voice of a student who dreads being called on to read aloud because the shame cuts deeper than any wrong answer ever could. It’s the perspective of an adult who has carried the weight of undiagnosed dyslexia into the workplace, masking vulnerabilities and hiding brilliance behind exhaustion.

By stepping into their perspective, we begin to understand the courage it takes to walk into school each morning or to sit down at a meeting where words feel like enemies. We see the whole human being, not just their reading scores or spelling mistakes.

Why This Matters

When we focus on perspective, something powerful happens: we teach differently. We teach children how they learn, not how we assume they should learn. We begin to notice their strengths—the creativity, problem-solving, empathy, humor, and resilience that so often outnumber the vulnerabilities.

I’ve spent decades of my life teaching children with dyslexia and advocating for structured, evidence-based literacy instruction. My passion isn’t academic alone—it’s deeply personal. Beyond the classrooms I’ve taught in and the private practice I built, I’ve witnessed the profound impact of dyslexia on my own family. Diagnosis or not, the struggle is real, and so is the social and emotional toll.

The Call of This Month

Dyslexia Awareness Month is not just about raising awareness of a learning difference—it’s about raising compassion. It’s about listening before labeling. It’s about perspective over perception. And most importantly, it’s about ensuring every child has access to instruction that gives them the tools they need, not just to read, but to thrive in school and in life.

When we shift from perception to perspective, we change the story. We see the child for who they are, not for where they stumble. And once we do that, we can unlock the unlimited potential that’s been there all along.

✨ Your turn to reflect:
This month, take a pause. Ask yourself: Am I clinging to perception, or am I open to perspective? The answer may change how you see not only dyslexia, but every learner you encounter.

If you are a parent, you have likely heard a lot about AI lately. Maybe you have even wondered what it has to do with your child’s learning. Here’s the honest answer: AI is changing how we teach—and for many children, that’s a very good thing.

Especially for children who learn differently, like those with dyslexia, ADHD, or language processing challenges, AI can be a powerful support—not a replacement for great teaching or parenting, but a tool that meets your child right where they are.

Why This Matters for Early Readers

Learning to read is not something children “just figure out.” It takes careful, structured teaching. But every child moves at their own pace—and many children need more time, more practice, or more repetition than a traditional classroom can always provide.

That’s where AI can help.

Artificial intelligence, when designed well, can adapt in real time to your child’s progress. It can offer extra practice with the exact sounds or spelling patterns where your child may struggle. It can celebrate progress in the moment—building motivation through feedback that’s immediate, personalized, and encouraging.

Grounded in What the Brain Needs

Research has shown that the best way to teach reading is through methods aligned with the Science of Reading—things like phonemic awareness, decoding, and systematic spelling instruction. These aren’t trends. They’re time-tested, brain-based strategies that help all children learn to read—especially those who struggle.

AI does not invent new methods for our emerging readers. But when paired with the proven approaches, it can help deliver them with precision, repetition, and joy.

A Partner for Families and Teachers

At Mighty Doodle®, we believe learning happens best when families and schools work together. AI is not meant to replace a teacher, and it’s certainly not meant to add more pressure to your already busy day.

What it can do is act like a second set of eyes—offering insights into your child’s progress, patterns, and needs. It can support classroom learning with targeted practice at home. It can empower you, the parent, to see where your child is growing and where they need a little more support.

When schools use research-backed tools and families are engaged in the process, children have the best chance of reaching their full potential.

Real Talk: Is AI Safe for My Child?

This is an important question—and one every parent should ask. The answer depends on how the technology is designed. At Mighty Doodle®, we never collect personal information from children, and we don’t use AI to grade or label them. We use it to adapt learning paths, offer encouragement, and provide insights for the adults who support them.

Our guiding principle is simple: Children first. Always.

The Future Is Here—and It’s Child-Centered

AI isn’t a magic wand. But when paired with great teaching, evidence-based methods, and a whole lot of heart, it can help children learn faster, practice longer, and feel more confident doing it.

We believe every child deserves to be taught how they learn. And we’re excited to help families write a new chapter in education—one that’s joyful, smart, and built just for them.

Because your child’s story deserves a happy beginning—and a strong foundation!

If you’ve ever wondered why reading doesn’t always “just click” for children—even bright, curious ones—you’re not alone. Professional learning that trains educators in structured literacy and targeted interventions are the keys to unlocking the mystery that surrounds how children learn to read, write and spell. One expert who is making an impact on schools across our country is Dr. Louisa C. Moats. She, among others, have spent decades helping us understand how children really learn to read.

One of the most influential papers, Teaching Reading Is Rocket Science, makes it clear: up to 95% of children can learn to read when given the right kind of instruction. That means teaching phonemic awareness, decoding, and spelling patterns in a structured, systematic way—not guessing at words or relying on pictures. Reading isn’t natural—it’s a skill that must be taught explicitly, step by step.

To ensure teachers have this knowledge, Dr. Moats created LETRS (Language Essentials for Teachers of Reading and Spelling), a professional learning program now used widely across the country. LETRS—and other high-quality science of reading training programs—equip educators with the depth of understanding they need to deliver effective instruction in the classroom. There are other reading training programs but teachers will always need parents to be involved and working with their children at home.

That’s where tools like Mighty Doodle® come in. 

While science of reading training gives teachers the “why” and “how,” Mighty Doodle® gives children bite-sized, joyful practice at home, grounded in the same science. Both start from the same foundation: children deserve to be taught in ways that match how they actually learn.

Research-aligned teacher training and Mighty Doodle® aren’t the same—but they share the same belief: every child has the potential to become a confident reader when the adults around them have the right tools.

When schools and families work from the same playbook, children benefit. We see faster progress, stronger confidence, and fewer children slipping through the cracks.