If they can’t decode it, they can’t comprehend it. It’s not that they don’t understand the strategy… they’re using all their brain power just to figure out the words. That’s cognitive overload. And it’s often where reading gaps begin. In K–2, decoding has to become automatic so comprehension can actually grow. If you’re seeing students work this hard just to read the words, it’s a signal, not a setback. And it’s something instruction can directly support. If you’re ready to align your instruction with the science and start seeing measurable progress, comment “READING” and we’ll send you the K–2 Science of Reading Conference Guide. #getyourteachon #scienceofreading #kindergartenteacher #firstgradeteacher #secondgradeteacher