January 23, 2025 • 33 mins
📚 Empower Struggling Readers with Confidence-Building Tools
Welcome to another impactful episode of The Writing Glitch!
🎙️ Join Cheri Dotterer as she sits down with Cigdem Knebel, founder of Simple Words Books, to uncover how decodable books transform how students with dyslexia and other learning challenges experience reading and writing.
Are you ready to empower your students, children, or classroom with resources designed to build skills, confidence, and a lifelong love of learning? 🌟 This episode is your ultimate guide!
✨ What You'll Learn in This Episode
- 📖 The Story Behind Simple Words Books: Discover how Cigdem’s journey as a mom of a dyslexic child inspired her to create decodable books that follow a structured scope and sequence.
- 🧠 The Science of Decodable Texts: Learn how these resources align with proven reading and writing success methods.
- 🤝 Building Inclusion in the Classroom: Find out how representation and adaptable tools can create an inclusive learning environment.
- 🛠️ Practical Applications: Get tips on using Simple Words Books in classroom settings, occupational therapy sessions, and tiered interventions.
- 🤩 Exclusive Collaboration: Hear about Cigdem and Cheri’s partnership to bring these tools to educators through the Relief in 3D Subscription Box.
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DisabilityLabs.com sponsors this video podcast. We are committed to IMPACT the journey of 200K teachers (3M students) by 2030 so they can reignite their passion for teaching.
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🛠️ Resources Mentioned
🆓 Free Tools: Download phonics workbooks, comprehension guides, and decodable puzzles for free at Simple Words Books.
🍕 The Pizza Problem: Explore Cheri’s $14.95 ebook to enhance pattern recognition and math skills. https://disabilitylabs.com/courses/the-pizza-problem-ebook
📦 Relief in 3D Subscription Box: A monthly box packed with tools for teachers, including Cigdem’s decodable books, practical worksheets, and fun surprises just for you! 🎁
https://store.disabilitylabs.com/products/relief-in-3d
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TIMESTAMPS
00:00 Introduction to the podcast and guest, Cigdem Knebel.
03:00 Cigdem’s journey from a mom of a dyslexic child to a publisher.
05:09 The importance of representing neurodiverse characters in books.
06:24 Explaining scope and sequence in decodable books.
09:00 How schools and teachers utilize Simple Words Books.
10:58 Linking reading to writing and building confidence in students.
13:28 Free downloadable workbooks and how they integrate into OT sessions.
20:00 The role of decodable puzzles and games in literacy development.
28:48 Using decodable books in tiered interventions.
32:00 Cheri and Cigdem’s partnership on the Relief in 3D subscription box.
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BOOKS
Handwriting Brain Body DISconnect Digital Version: https://disabilitylabs.com/courses/hwbbd
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Hey, welcome everybodyto The Writing Glitch.
It's Cheri Dotterer, your classroom coach.
Today, we're going to dive intosimple word books by Cigdem Knebel.
She is We need to start againbecause it's simple words books.
Simple words books.
Yeah.
(00:22):
Okay.
Did I say your last name right?
Yeah.
Hey, welcome everybody toThe Writing Glitch Podcast.
I am Cheri Dotterer, your classroom coach.
Today, we are going to betalking about simple word books.
And they are written by a publisherfriend of mine named Cigdem Knebel.
(00:46):
She is, has a child whobrought her into this.
So we'll learn a little bit moreabout that story as we progress
through the interview today.
And She now has a publishing companywhere she is helping other publishers
of decodable books publish their books.
So we're going to have to dive in and seewhat more about what she has to offer.
(01:09):
But before we do, let's take amoment and hear from our sponsor.
Our sponsor is Disability Labs.
At Disability Labs, we, we arecommitted to impact the journey of
200, 000 teachers by 2030, so they canreignite their passion for learning.
(01:30):
Our professional development learningseries, focuses on math and writing skills
to help all students in your classroom.
These interventions improve studentswith and without disabilities.
All students have access to themathematics and the writing skills.
Today they are offering an ebookcalled The Pizza Problem for 14.
(01:52):
95.
All you need to do is look in theshow notes and click the button and
it'll take you right to the Why?
The pizza problem?
Well, the pizza problem really is takingpattern recognition and aligning it
with squares, and it's teaching youhow to convert what you see in visuals
(02:14):
to what it looks like in mathematics.
So hopefully that makes sense to you.
Let's get on with, oh gosh,
so let's get on with the show.
Cigdem, tell us a little bit aboutyourself, how you end up where you are,
(02:36):
and And what is this publishing company?
So that's like a loadedquestion, but go ahead.
Tell us a little bit aboutwhat's going on in your life.
Sure.
And first of all, thank youfor having me on the podcast.
I'm really excited.
I love collaborating with you.
I love the things you do.
Thank you so much again.
The publishing company startedas a little project in our home
(02:58):
when my son was diagnosed withdyslexia at age six and started the.
OG based program to learnhow to read and write.
And after a while, he was doing reallygreat, and he said, I'm ready to read
chapter books like my friends do.
And we couldn't findany that were decodable.
I didn't understand theword decodable back then.
I wanted something that was an engagingstory, looked like a big kid book, and
(03:24):
used the words that he was able to read.
And I couldn't find any.
I started writing for him, and thenthere was a lot of interest around it.
I started publishing my ownbooks, and it became such a big
project, and we started a company.
Then it turned into an even biggercompany, where now we have Authors
from, you know, different backgroundsthat are publishing with us.
(03:48):
Anything decodable is under Simple Words,and we have non decodable words under
MacCoral, which would be, like, bookslike Amir Baraka's Undiagnosed, Peggy
Stern's STL Guide, Teacher's Guide.
Handbook and and many others thatare stories that are worth telling.
We need a lot of decodablebooks in the market.
(04:08):
Millions and millions.
Different genres, different readinglevels and I'm happy to bring, you
know, whatever I can bring to thisworld through my publishing company.
So your company has twodifferent departments.
One is decodable and one is non decodable.
Yes.
And the non decodable is allabout neurodiversity as well.
Yes.
(04:28):
So we are telling stories of likeinspiring stories of dyslexic and, I know
biographies or some of them are fictionbooks that are based on their lives
because I think I believe that deflectedchildren need to really see themselves
in these books and in an encouraging way.
They are.
We, we know they all struggle,but in that moment, they don't
(04:52):
see what the future would be.
And most of the future is, youknow, if you get the right support.
Right.
Emotional support, especially.
You know, the future is bright, but, youknow, when they see people that are not
like them in the books, they don't relatethat, oh, I can be that successful person.
So, we try to find you know, agreat diverse group of authors who
(05:13):
tell their stories so children canfind themselves in these stories.
And the decodable books are allfiction, and You know, anywhere from
like animals to, you know, we have afew dyslexic characters per request
of children saying we want to have youknow, different genres, we have fantasy,
adventure, realistic fiction, sci fi.
(05:33):
So I try to write in a very wide genreso that that first book kids pick
up is not just the right level forthem, but also the right interest.
And we hear that, you know, once a childfinds that right match and starts reading,
after the first five, six pages, theydon't drop the book because they are able
to successfully read without frustration.
(05:56):
And that was my goal and I'm really,really happy to get that feedback
from hundreds of thousands of people.
That is amazing that you were ableto take something that was happening
with your child and and bring it to amonetized position in your in your life.
Now, according to everything that I readabout the science of reading, decoding
(06:21):
it, they follow a scope and sequence.
Yeah, which is that organized fashionof how Kids are learning to write.
They start out with consonantvowel consonant sounds and move on.
How have you incorporated that scopeand sequence into these decodable books?
(06:42):
So let me explain what scopeand sequence is for those who
might not really understand it.
So scope are the skills thatare used and sequence is the
order that they're used in.
So as you said, you know, there arealthough there are very different
combinations of scope and sequencesare there, it's almost always
they start with short vowels.
And then diagraph blends, depending on,you know, the program are introduced.
(07:05):
And then it goes up to moreadvanced, you know, you never
teach control R or silent E before,for example, blends or diagraphs.
So there's a logic to it.
What we tried to do is we lookedat a lot of the mainstream programs
and see what they were doing.
So our books are You Fly a Line and WilsonInspired, you know, Barton Inspired.
(07:29):
So we have a lot of different programs,as I said, we looked at and we said,
what are the common denominators?
When we are focusing on a single skill,for example, the decodable readers
we have by Jody Rider, we try to lookat the, that scope and sequence and
up after, like and they introduce thephysical rule and ck CK diagram graph.
(07:51):
Then we look into the and we tryto use only one specific skill.
So even if a readerdoesn't know a specific.
Wowl team, that might be in a bookthat is previous to the current
one they're trying to learn.
They, because we don't use it inthat book, as much as we try to be
(08:12):
very transparent on our scope andsequence, so they can see that, oh,
we can still pick that book, eventhough they had another rule before.
So that is the sequence thatwe are trying to focus on.
The first major you know, beginnerphonics, and then we add one at a time.
(08:32):
Beautiful.
I'm glad to see that your books arefollowing the scope and sequence.
Do you have any contractsspecifically with school districts
that they have your books in?
Or are teachers buying them individually?
How is it working?
I would say probably both.
(08:54):
We have seen a lot of teachers maybe justbuy one or two books, kind of try out
if they are a good match or not, but ourbiggest customers are school districts
and Board of Education, where they buyin bulk, you know, they, they try to
buy it per teacher or per classroom, sousually a set of six and multiples of six.
(09:14):
And and depending on, you know, the.
Age range, I'll say, but I will,you know, I do not want to use age
or grade aligned with our books.
I would like to be clear that our booksare aligned with the skills that readers
are taught, but the interest level.
So, you know, a book that might beshort vowels could be an interest
level of a kindergarten or an interestlevel of maybe a second grader.
(09:38):
And of course you know, we will sayfor interest levels, depending on the
title they choose, we are anywherefrom first grade to you know, middle
school, and unfortunately some highschools also buy our books as well,
because they do have students that arereading at a, as they call it, like a
second or third grade reading level.
Although, you know, I do not like touse the reading Levels per, per grade.
(10:02):
Because again, it's the skill that theyknow, it doesn't have to be a grade level.
Correct.
Now this is the writing glitch.
So we have been talking alot about reading and books.
How do your bookstranslate to writing tasks?
So I believe writing and reading go handin hand because if you can't decode.
(10:26):
I think it's harder to encode.
And also, there's that belief, right?
Like, to be able to fluently readsomething gives that automatic, okay
being able to read and then writecomes with automaticity as well.
So so once a reader is able to reada book like ours, for example, a
(10:49):
book like this, a chapter book thatis a big kid book, they're also
reading confidence increases and thatconfidence carries over to writing.
You know, they start seeing that they areworking so hard and they're getting the
fruits, not waiting, you know, two, threeyears to be able to read a chapter book.
And I think that is also important.
And all, all skills thatare around learning.
(11:12):
And a lot of kids do strugglewith writing and spelling,
even if they can actually read.
But it just, I think, gives them thatextra boost saying, I worked hard, I
could read, now I have to work hard,and I will be able to write as well.
And I always remind people,neurologically, reading is one
neurological path, writing is anotherneurological path, and typically the
(11:36):
reading gets created first, the writingis lagging on behind, and it takes
longer for writing to be accomplished.
You had said something thatsparked something in my brain.
My thought process.
And that was aligning whatyou said to the word impact.
You were talking about making thingsadaptable and including all the students.
(12:02):
Impact it.
In my world stands for inclusion,metacognition, perseverance, adaptability,
confidence, and transcendence.
You mentioned confidence.
It helps build the confidence.
By building confidence and creatingthese adaptable resources, we are
(12:22):
building inclusion into the classroom.
I kind of went backwards in my alpha,in my word there, but it all blends
together and creates the outcome you.
And that journey for the studentthat is going to be successful.
I, I, I agree with that a hundred percent.
And also because our books aredecodable, we have comprehension
(12:43):
books that comes with each title.
And, you know, if I may ask aquestion for the student to, you
know, make sure that they understandand comprehend the text, which is
really the ultimate goal of reading.
You know, you can be agreat reader, fast reader.
If you're not understandingwhat you're reading, then
there's really no value in it.
So when they have to write, and wesay, you know, they don't have to write
(13:07):
the answers, they can orally give theanswers as well, but when it comes to
that point where they will be practicingspelling and writing, then because
the story is decodable, they also willbe able to answer the questions in a
decodable way, which are, again, likeusing the words, the spelling patterns
that they probably have learned early on.
(13:28):
Versus, you know, having to usevery difficult words because
the book is a traditional text.
So I think that also supports thewriting that they can actually practice
with lower like a, or earlier, Ishouldn't say lower, but the earlier
skills in, in writing that they learn.
And and again, this is all aboutpractice, to build that fluency, to
(13:49):
build that muscle stronger and stronger.
And also, you know, whilethey're succeeding it, right.
It's that success, that accomplishmentthat I think fuels their desire and, you
know, their, their strength to continue.
The long journey, it's not a shortjourney, unfortunately, for many kids
who struggle, but, but there, thereis a success path and and it just have
(14:13):
to continually you know, work on thatand sometimes very hard to ask these,
you know, younger readers and writersto be that strong after a whole day
at school continue with the homework,the tutoring that comes with it.
And, and I know our goal is to makethat just a little bit easier to have
less scars and have less frustrationand more success and fun throughout
(14:37):
the journey as much as possible.
Very interesting.
So you also then touched on thatwhole journey, which is transcendence.
It's that journey from thebeginning of school to the end
of school and lifelong learning.
It's like, it's not like when you hit12th grade, you're going to stop learning.
You're always learningevery day of your life.
(14:59):
Even now.
Those senior years of life,which I'm headed to right now.
And those senior years are where wekind of shift our focus and we become
a different, a different person.
(15:22):
And that's where, where I'm at thesedays, which we've talked about.
I had a question.
Take your time, right?
No, I know what it was.
You had talked about comprehension.
Is there a teacher, a teacher companionto the books that you're providing?
(15:44):
Yes.
So our chapter books come witha comprehension workbook that
ha that is the downloadable, andit has three different version.
One of them is a workbook versionwhere the question is there, and
then they have a space allocatedfor the student to write.
And then we also havejust a question list.
It's the identical questions, but forthose students who might not be ready
(16:06):
to write yet then, you know, they wouldbe verbally answering the questions.
And then there's another.
Teacher version, which is the answerkey, because, you know, there's so many
books and teachers don't really alwaysremember what the answer might be,
so they have an answer answer key forthe comprehension workbooks as well.
On top of that, we also have on ourwebsite, free downloadable phonics
(16:30):
workbooks that are all decodable,so all the words that are there are
decodable based on the scope, andthere's a sequence, but we try to,
again, keep every every phonics ruleindividual, so that they can be used
at what, wherever they are, thatstudent is based on their learning.
And because they're decodable theycan individually do it, and it's
(16:53):
it's again practicing writing.
So, occupational therapist,did you catch that?
On her website, there's a space thatyou could download questions that might
be going alongside the work that theteacher is doing in the classroom.
So if she has one of the books thatShignam's company is publishing,
(17:18):
you can download the workbooksthat go along with the book.
Have those available as resourcesthat you can work on answering those
questions in occupational therapyand you can do it those three ways.
You can either scribe it forthem and have them copy it.
(17:39):
You could do a dictation whereyou're using a tool like Otter.
ai that will give you a transcriptin an audio file and they can use
that dictation that they just spoke.
And then write it down on the paper, or,this is what you said, now write a new
sentence, and generate new sentences.
(18:01):
So, OTs, you can have a resource, andI believe you just said it was free,
that goes along with the textbook.
All of our workbooksare free on our website.
So, What a powerful tool is to havesomething that you can quick go
have access to, even at the spurof the moment, as long as you can't
(18:25):
have that copy machine nearby.
You, even if you're in the middleof a session, you could look it up.
You could even use your computerto help the student by having
the questions available to them.
So, consider that collaboration in yourclassroom where you're taking the book,
(18:46):
the text that the student is reading, andyou're building and helping the teacher
by working on their writing skills in OT.
And if you look at our the free phonicsworkbooks that I mentioned, we also
have games and puzzles in there.
(19:07):
You know, I, it is it is frustrating,I think, for Beginner reader that
is struggling to really masterthe writing portion to get a
word search puzzle, for example.
My kids loved it, but only if theycould actually read the words and ours
are decodable based on, again, thespelling patterns they have learned.
(19:31):
And because they know what wordsthey're looking for, it's not just
a letter, now it becomes a word.
And I think that is what that the pathwaywe want to really strengthen in the brain.
To look for not justletters, but for words.
You know, continue writing not justletters, but words and sentences.
Because that's how reading reallystarts and how writing continues.
(19:54):
You know, you don't just writeletters, you write chunks of them
that are meaningful because there'sa vocabulary attached to it.
And then with that vocabularycomprehension comes.
So we try to make, you know, fungames that are decodable that
typically, you know, you find outin the, you know, at the, at those
worksheets that are not decodable.
(20:14):
Like, you know, if you look at crosswordspuzzles that are not decodable,
they cannot do it on their own.
And even though you think it'seasy because it is put in a
childish format, it's still, ifit's not decodable, it is not easy.
It was just mumble jumblefor them to read and write.
So you have things like crosswordpuzzles and word searches and
(20:37):
cryptograms and that kind of puzzle?
Yes, we have those.
I mean, we of course start with moreyou know, textbook like, but for each
rule, we also have some fun ones.
We, we have word searches, cross puzzles,and, you know, like braille codes.
Number codes where you know, theywould have to kind of find you
know, one word, but then they haveto kind of read the whole word
(20:59):
and the sentence that they create.
I love it.
I hope that you, the occupationaltherapist, find that as a resource that
you can utilize in your practice inoutside the classroom, but if you're
collaborating inside the classroom,like we teach in tier one interventions,
(21:21):
that you can pull those resourcesto make it easier on your students.
Shigdum, can you tell us a littlebit about where to find your website?
You're welcome to share it.
Sure.
Our website is Simple Words Books.
Let me We can probably edit this one up.
(21:48):
Here is our website, Simple Words Books.
If you go to our scope,
I really think this iswhere the magic happens.
So you can see like our most advancedbook is intermediate chapter book, and
then we have early levels, and I justwant to kind of give you a little bit
(22:08):
of an example of how to make use of thispage, because I think it is very important
that someone who comes to our websiteunderstand if these are the right books.
For the reader, you know, we, we want tomake sure that it is emphasized enough
in this decodable world that nothingis 100 percent decodable if there are
(22:30):
words there that the reader cannot read.
So, for example, Fox Sound, we sayour our, this title is 98 percent
decodable because we would say thereader has learned all these rules.
Maybe I can make it a little bit bigger tomake it easier for the viewers to see it.
(22:53):
And if the the reader has notlearned all this all this and
they're only learned short vowels,then this book will only be 34.
4 percent decodable.
So they have to really understand wherethat reader is, what they can read, to
make sure that this is a success for them.
And if you look at the details, youcan just click on scope and sequence,
(23:15):
we have a very detailed analysis.
This is easy for parents, this iseasy for professional teachers and
occupational therapists to understand.
At that level they are at, we would thinkthey would know these irregular words.
And you can see in each titlehow many times they are used.
And then you can see the short vowels,the blends, and you can see, like, the
(23:40):
percentage of it, and which ones are used.
And are they ready to readthese words without frustration?
And I think that is really important.
And if you look at the wordsthat are out of scope for us for
this book, would be silently.
It would be words like like and time.
So there's only two of them used.
For and her, for controlledR, which are really easy.
(24:03):
Words for most readers at this level,but because they're control R, we
still want to be very transparentand say they're out of scope.
You know, vowel themes, theyweigh out down good feel.
And we do not say these are words thatthey should read out of memory because,
or guessing, because that is reallyagainst what decoding is all about.
(24:24):
But if you know these books arein there, these words are in
there, then you can practice.
Or you can be watching out for thesewords if you're reading together.
And and I think this is very importantthat you know, this transparency
should be in each decodable book.
And this title, this, this is Fox Hunt.
It has 5, 506 words, andit's at our novice level.
(24:48):
So a book that's 5, 000 words, howlong does it take a student to read?
Is it?
A typical student.
It really depends and I think on if youwould go by chapters or, you know, their
stamina we have typically say like abook like this would be maybe like a week
for a student to read, but I have seenstudents who are struggling to read and
(25:12):
this is like one of their first chapterbooks that they're trying to complete.
And they've done it in like a day,which is you know, I think that
kind of really blows people's mindsbecause there, there's a lot of
you know, like a space in there.
And if you can see it, wetry to use short sentences.
Stop sharing your screenso we can see that better.
Oh, sure.
(25:34):
So if you look at a book like this.
Here you can see there's a lot ofwhite space in there, there are short
paragraphs, short sentences, and itdoesn't really tire out the reader.
They're not saying, oh mygod, a big sentence is coming,
a big paragraph is coming.
Those are all emotionalchallenges that are there.
(25:54):
You know, before they read, they startgetting anxious and nervous because
of the past experiences they have withthe text and books they had to read.
It is also important thatthe chapters are short.
You know the first bookwe wrote had six chapters.
They were longer.
I mean, when you hear the feedback,and I see it with my own kids, it's
like, and believe it or not, I actuallystill do it to this day, I look at it
(26:15):
when the chapter is ending, becausementally it just gives me a break point.
I might read 10 chapters, butknowing, knowing that that chapter
is short, gives me that courage tocontinue because I'm dyslexic as
well and I do struggle with these.
Not, and I'm not exactly anurse, but I do see the patterns.
And when I look at my kids and Iunderstand why they're struggling
(26:39):
with things because they're dyslexic,I said, well, it makes so much sense
now with all the struggles that Ihad with reading when I was younger.
And you know, the comprehension andSome of the still emotional things that
come with reading that I you know, Ihad to deal with as an adult as well.
So I put like all those thoughts in it,in these books, to say what can I make it
(27:01):
so that this is a success for a strugglingreader who had already, you know, not
positive experiences with reading.
And in addition, also at the back of thebook, we have the same word list analysis.
So so you can quickly check.
You don't have to go on the website andlook for the scope and sequence as well.
(27:23):
We have a
Certificate of Accomplishment.
You can download these incolor on our website as well.
I think it is also very important thatwe celebrate these accomplishments.
This is a big accomplishment to readthis in a week or two for a lot of kids.
(27:43):
And they need to know that, youknow, what they have accomplished.
is just the beginning and it's, you know,celebrated every single step of the way.
This is fantastic.
A lot of the things that I have beentrying to share with the world is
how we can integrate those pull outsessions as whole classroom activities.
(28:10):
I could see this being another instancewhere the group, the classroom has done
whatever they're going to do as a wholeclassroom, we separate into small groups.
And one of the small groups includes thespecialized service like occupational
therapist or speech therapist.
(28:32):
And we can focus then on those skillsthat they need more support on and go
around the room as needed, depending onwhat we're doing with all the students.
And believe it or not, gifted students,kids who are not having trouble with
(28:52):
decoding, who really do see those.
patterns with the words, which is alot of times what these students are
missing, that have trouble with decoding.
Even gifted students havetrouble with writing.
So there are things that an OT can do,even with the higher level students.
(29:14):
Definitely.
So thank you for sharingyour website with us.
Is there anything else that you'dlike to share before we close?
I want to make sure that, you know,we look this, look at this as a, as a
journey and understand that finding theright text in our books or others, but
that the right ones are very criticalearly on because they are young minds,
(29:37):
they're They're easily telling themselvesstories on, Oh, I'm not good in reading.
Oh, I don't like reading.
Oh, I don't like books.
And, you know, we do want to make surethey're, you know, fluent readers,
but we really, really focus on as ourvision and values are their life goals.
Lifelong learners, you know, therewill be a lot of technologies out there
(29:59):
in the future where we might say, oh,do they really need to read or write?
Again, it is not the reading andwriting that maybe is the key, but you
have to be able to read and write toreally survive in a society like ours.
But more importantly, going throughthat process, still with your you
know, emotional muscles intact.
(30:19):
And the stories you, you know, they tellthemselves are not the limiting beliefs
that we as adults continue to work on.
So our really, our focus really forthe readers is The emotional well being
supported with you know, reading andwriting that comes with with academics.
This is fantastic.
Can I tell them now ormust I wait even longer?
(30:41):
We are partnering as a team to promote herdecodable books in our new subscription
box series called Relief in 3D.
We've been talking about iton the Tier 1 interventions.
Podcast, but this is the first time I'mbringing it up here at The Writing Glitch.
(31:03):
So if you have Students that arestruggling, that have difficulty with
dyslexia, dysgraphia, and dyscalculia,we have partnered with a math teacher,
and we're partnering with SimpleWord Books to bring you resources
that you can have in your classroom
(31:24):
at a moment's notice.
Plus, we're also providing relief for you.
We have fun things for you.
For Christmas this year, we put outsome fuzzy socks and, and some earrings
for that holiday bash, but everymonth there's going to be something
different just for you, the teacheror the occupational therapist, or the
(31:47):
parent that's helping the students.
So anybody who's out there thatis looking to get more tools.
We are partnering with, with Cigdem'scompany so that we can provide
you with her books over time.
So Fox Hunt is one of the first onesthat we are going to be sharing.
(32:10):
So based on what you've learned in thisepisode today, you can take that back and
you can take it and use it practically.
Thank you Cigdem for sharing that.
Thank you for allowing me tobe a part of that as well.
It is, I, I've seen the sneak peek.
It is so much fun.
What's in there is quite amazing.
(32:31):
I love it.
And I'm honored to be a part of it.
Thank you so much.
Well, thank you.
I'm, I'm honored that, that you haveagreed to be part of it as well.
Now listeners, remember you wereput here for such a time as this.
Go be awesome, go be brilliant, andtake what you've learned here back
to your classroom and help those kidsextend their journey for a lifetime.
(32:56):
Cigdem, thank you for being here today.
Is there anything that youwant to say in closing?
Again, thank you so much, and if youhave any questions, just contact us.
We have we have the contactus link on our website.
Or you can email me at kKnebel,K N E B E L at simplewordsbooks.
com.
And I'll get back toyou with any questions.
(33:17):
I'm always happy to help.
I'm always happy to support and serve.
Thank you so much.
You have a wonderful day, everybody.
Hey, welcome everybodyto The Writing Glitch.
It's Cheri Dotterer, your classroom coach.
Today, we're going to dive intosimple word books by Cigdem Knebel.
She is We need to start againbecause it's simple words books.
Simple words books.
Yeah.
(00:22):
Okay.
Did I say your last name right?
Yeah.
Hey, welcome everybody toThe Writing Glitch Podcast.
I am Cheri Dotterer, your classroom coach.
Today, we are going to betalking about simple word books.
And they are written by a publisherfriend of mine named Cigdem Knebel.
(00:46):
She is, has a child whobrought her into this.
So we'll learn a little bit moreabout that story as we progress
through the interview today.
And She now has a publishing companywhere she is helping other publishers
of decodable books publish their books.
So we're going to have to dive in and seewhat more about what she has to offer.
(01:09):
But before we do, let's take amoment and hear from our sponsor.
Our sponsor is Disability Labs.
At Disability Labs, we, we arecommitted to impact the journey of
200, 000 teachers by 2030, so they canreignite their passion for learning.
(01:30):
Our professional development learningseries, focuses on math and writing skills
to help all students in your classroom.
These interventions improve studentswith and without disabilities.
All students have access to themathematics and the writing skills.
Today they are offering an ebookcalled The Pizza Problem for 14.
(01:52):
95.
All you need to do is look in theshow notes and click the button and
it'll take you right to the Why?
The pizza problem?
Well, the pizza problem really is takingpattern recognition and aligning it
with squares, and it's teaching youhow to convert what you see in visuals
(02:14):
to what it looks like in mathematics.
So hopefully that makes sense to you.
Let's get on with, oh gosh,
so let's get on with the show.
Cigdem, tell us a little bit aboutyourself, how you end up where you are,
(02:36):
and And what is this publishing company?
So that's like a loadedquestion, but go ahead.
Tell us a little bit aboutwhat's going on in your life.
Sure.
And first of all, thank youfor having me on the podcast.
I'm really excited.
I love collaborating with you.
I love the things you do.
Thank you so much again.
The publishing company startedas a little project in our home
(02:58):
when my son was diagnosed withdyslexia at age six and started the.
OG based program to learnhow to read and write.
And after a while, he was doing reallygreat, and he said, I'm ready to read
chapter books like my friends do.
And we couldn't findany that were decodable.
I didn't understand theword decodable back then.
I wanted something that was an engagingstory, looked like a big kid book, and
(03:24):
used the words that he was able to read.
And I couldn't find any.
I started writing for him, and thenthere was a lot of interest around it.
I started publishing my ownbooks, and it became such a big
project, and we started a company.
Then it turned into an even biggercompany, where now we have Authors
from, you know, different backgroundsthat are publishing with us.
(03:48):
Anything decodable is under Simple Words,and we have non decodable words under
MacCoral, which would be, like, bookslike Amir Baraka's Undiagnosed, Peggy
Stern's STL Guide, Teacher's Guide.
Handbook and and many others thatare stories that are worth telling.
We need a lot of decodablebooks in the market.
(04:08):
Millions and millions.
Different genres, different readinglevels and I'm happy to bring, you
know, whatever I can bring to thisworld through my publishing company.
So your company has twodifferent departments.
One is decodable and one is non decodable.
Yes.
And the non decodable is allabout neurodiversity as well.
Yes.
(04:28):
So we are telling stories of likeinspiring stories of dyslexic and, I know
biographies or some of them are fictionbooks that are based on their lives
because I think I believe that deflectedchildren need to really see themselves
in these books and in an encouraging way.
They are.
We, we know they all struggle,but in that moment, they don't
(04:52):
see what the future would be.
And most of the future is, youknow, if you get the right support.
Right.
Emotional support, especially.
You know, the future is bright, but, youknow, when they see people that are not
like them in the books, they don't relatethat, oh, I can be that successful person.
So, we try to find you know, agreat diverse group of authors who
(05:13):
tell their stories so children canfind themselves in these stories.
And the decodable books are allfiction, and You know, anywhere from
like animals to, you know, we have afew dyslexic characters per request
of children saying we want to have youknow, different genres, we have fantasy,
adventure, realistic fiction, sci fi.
(05:33):
So I try to write in a very wide genreso that that first book kids pick
up is not just the right level forthem, but also the right interest.
And we hear that, you know, once a childfinds that right match and starts reading,
after the first five, six pages, theydon't drop the book because they are able
to successfully read without frustration.
(05:56):
And that was my goal and I'm really,really happy to get that feedback
from hundreds of thousands of people.
That is amazing that you were ableto take something that was happening
with your child and and bring it to amonetized position in your in your life.
Now, according to everything that I readabout the science of reading, decoding
(06:21):
it, they follow a scope and sequence.
Yeah, which is that organized fashionof how Kids are learning to write.
They start out with consonantvowel consonant sounds and move on.
How have you incorporated that scopeand sequence into these decodable books?
(06:42):
So let me explain what scopeand sequence is for those who
might not really understand it.
So scope are the skills thatare used and sequence is the
order that they're used in.
So as you said, you know, there arealthough there are very different
combinations of scope and sequencesare there, it's almost always
they start with short vowels.
And then diagraph blends, depending on,you know, the program are introduced.
(07:05):
And then it goes up to moreadvanced, you know, you never
teach control R or silent E before,for example, blends or diagraphs.
So there's a logic to it.
What we tried to do is we lookedat a lot of the mainstream programs
and see what they were doing.
So our books are You Fly a Line and WilsonInspired, you know, Barton Inspired.
(07:29):
So we have a lot of different programs,as I said, we looked at and we said,
what are the common denominators?
When we are focusing on a single skill,for example, the decodable readers
we have by Jody Rider, we try to lookat the, that scope and sequence and
up after, like and they introduce thephysical rule and ck CK diagram graph.
(07:51):
Then we look into the and we tryto use only one specific skill.
So even if a readerdoesn't know a specific.
Wowl team, that might be in a bookthat is previous to the current
one they're trying to learn.
They, because we don't use it inthat book, as much as we try to be
(08:12):
very transparent on our scope andsequence, so they can see that, oh,
we can still pick that book, eventhough they had another rule before.
So that is the sequence thatwe are trying to focus on.
The first major you know, beginnerphonics, and then we add one at a time.
(08:32):
Beautiful.
I'm glad to see that your books arefollowing the scope and sequence.
Do you have any contractsspecifically with school districts
that they have your books in?
Or are teachers buying them individually?
How is it working?
I would say probably both.
(08:54):
We have seen a lot of teachers maybe justbuy one or two books, kind of try out
if they are a good match or not, but ourbiggest customers are school districts
and Board of Education, where they buyin bulk, you know, they, they try to
buy it per teacher or per classroom, sousually a set of six and multiples of six.
(09:14):
And and depending on, you know, the.
Age range, I'll say, but I will,you know, I do not want to use age
or grade aligned with our books.
I would like to be clear that our booksare aligned with the skills that readers
are taught, but the interest level.
So, you know, a book that might beshort vowels could be an interest
level of a kindergarten or an interestlevel of maybe a second grader.
(09:38):
And of course you know, we will sayfor interest levels, depending on the
title they choose, we are anywherefrom first grade to you know, middle
school, and unfortunately some highschools also buy our books as well,
because they do have students that arereading at a, as they call it, like a
second or third grade reading level.
Although, you know, I do not like touse the reading Levels per, per grade.
(10:02):
Because again, it's the skill that theyknow, it doesn't have to be a grade level.
Correct.
Now this is the writing glitch.
So we have been talking alot about reading and books.
How do your bookstranslate to writing tasks?
So I believe writing and reading go handin hand because if you can't decode.
(10:26):
I think it's harder to encode.
And also, there's that belief, right?
Like, to be able to fluently readsomething gives that automatic, okay
being able to read and then writecomes with automaticity as well.
So so once a reader is able to reada book like ours, for example, a
(10:49):
book like this, a chapter book thatis a big kid book, they're also
reading confidence increases and thatconfidence carries over to writing.
You know, they start seeing that they areworking so hard and they're getting the
fruits, not waiting, you know, two, threeyears to be able to read a chapter book.
And I think that is also important.
And all, all skills thatare around learning.
(11:12):
And a lot of kids do strugglewith writing and spelling,
even if they can actually read.
But it just, I think, gives them thatextra boost saying, I worked hard, I
could read, now I have to work hard,and I will be able to write as well.
And I always remind people,neurologically, reading is one
neurological path, writing is anotherneurological path, and typically the
(11:36):
reading gets created first, the writingis lagging on behind, and it takes
longer for writing to be accomplished.
You had said something thatsparked something in my brain.
My thought process.
And that was aligning whatyou said to the word impact.
You were talking about making thingsadaptable and including all the students.
(12:02):
Impact it.
In my world stands for inclusion,metacognition, perseverance, adaptability,
confidence, and transcendence.
You mentioned confidence.
It helps build the confidence.
By building confidence and creatingthese adaptable resources, we are
(12:22):
building inclusion into the classroom.
I kind of went backwards in my alpha,in my word there, but it all blends
together and creates the outcome you.
And that journey for the studentthat is going to be successful.
I, I, I agree with that a hundred percent.
And also because our books aredecodable, we have comprehension
(12:43):
books that comes with each title.
And, you know, if I may ask aquestion for the student to, you
know, make sure that they understandand comprehend the text, which is
really the ultimate goal of reading.
You know, you can be agreat reader, fast reader.
If you're not understandingwhat you're reading, then
there's really no value in it.
So when they have to write, and wesay, you know, they don't have to write
(13:07):
the answers, they can orally give theanswers as well, but when it comes to
that point where they will be practicingspelling and writing, then because
the story is decodable, they also willbe able to answer the questions in a
decodable way, which are, again, likeusing the words, the spelling patterns
that they probably have learned early on.
(13:28):
Versus, you know, having to usevery difficult words because
the book is a traditional text.
So I think that also supports thewriting that they can actually practice
with lower like a, or earlier, Ishouldn't say lower, but the earlier
skills in, in writing that they learn.
And and again, this is all aboutpractice, to build that fluency, to
(13:49):
build that muscle stronger and stronger.
And also, you know, whilethey're succeeding it, right.
It's that success, that accomplishmentthat I think fuels their desire and, you
know, their, their strength to continue.
The long journey, it's not a shortjourney, unfortunately, for many kids
who struggle, but, but there, thereis a success path and and it just have
(14:13):
to continually you know, work on thatand sometimes very hard to ask these,
you know, younger readers and writersto be that strong after a whole day
at school continue with the homework,the tutoring that comes with it.
And, and I know our goal is to makethat just a little bit easier to have
less scars and have less frustrationand more success and fun throughout
(14:37):
the journey as much as possible.
Very interesting.
So you also then touched on thatwhole journey, which is transcendence.
It's that journey from thebeginning of school to the end
of school and lifelong learning.
It's like, it's not like when you hit12th grade, you're going to stop learning.
You're always learningevery day of your life.
(14:59):
Even now.
Those senior years of life,which I'm headed to right now.
And those senior years are where wekind of shift our focus and we become
a different, a different person.
(15:22):
And that's where, where I'm at thesedays, which we've talked about.
I had a question.
Take your time, right?
No, I know what it was.
You had talked about comprehension.
Is there a teacher, a teacher companionto the books that you're providing?
(15:44):
Yes.
So our chapter books come witha comprehension workbook that
ha that is the downloadable, andit has three different version.
One of them is a workbook versionwhere the question is there, and
then they have a space allocatedfor the student to write.
And then we also havejust a question list.
It's the identical questions, but forthose students who might not be ready
(16:06):
to write yet then, you know, they wouldbe verbally answering the questions.
And then there's another.
Teacher version, which is the answerkey, because, you know, there's so many
books and teachers don't really alwaysremember what the answer might be,
so they have an answer answer key forthe comprehension workbooks as well.
On top of that, we also have on ourwebsite, free downloadable phonics
(16:30):
workbooks that are all decodable,so all the words that are there are
decodable based on the scope, andthere's a sequence, but we try to,
again, keep every every phonics ruleindividual, so that they can be used
at what, wherever they are, thatstudent is based on their learning.
And because they're decodable theycan individually do it, and it's
(16:53):
it's again practicing writing.
So, occupational therapist,did you catch that?
On her website, there's a space thatyou could download questions that might
be going alongside the work that theteacher is doing in the classroom.
So if she has one of the books thatShignam's company is publishing,
(17:18):
you can download the workbooksthat go along with the book.
Have those available as resourcesthat you can work on answering those
questions in occupational therapyand you can do it those three ways.
You can either scribe it forthem and have them copy it.
(17:39):
You could do a dictation whereyou're using a tool like Otter.
ai that will give you a transcriptin an audio file and they can use
that dictation that they just spoke.
And then write it down on the paper, or,this is what you said, now write a new
sentence, and generate new sentences.
(18:01):
So, OTs, you can have a resource, andI believe you just said it was free,
that goes along with the textbook.
All of our workbooksare free on our website.
So, What a powerful tool is to havesomething that you can quick go
have access to, even at the spurof the moment, as long as you can't
(18:25):
have that copy machine nearby.
You, even if you're in the middleof a session, you could look it up.
You could even use your computerto help the student by having
the questions available to them.
So, consider that collaboration in yourclassroom where you're taking the book,
(18:46):
the text that the student is reading, andyou're building and helping the teacher
by working on their writing skills in OT.
And if you look at our the free phonicsworkbooks that I mentioned, we also
have games and puzzles in there.
(19:07):
You know, I, it is it is frustrating,I think, for Beginner reader that
is struggling to really masterthe writing portion to get a
word search puzzle, for example.
My kids loved it, but only if theycould actually read the words and ours
are decodable based on, again, thespelling patterns they have learned.
(19:31):
And because they know what wordsthey're looking for, it's not just
a letter, now it becomes a word.
And I think that is what that the pathwaywe want to really strengthen in the brain.
To look for not justletters, but for words.
You know, continue writing not justletters, but words and sentences.
Because that's how reading reallystarts and how writing continues.
(19:54):
You know, you don't just writeletters, you write chunks of them
that are meaningful because there'sa vocabulary attached to it.
And then with that vocabularycomprehension comes.
So we try to make, you know, fungames that are decodable that
typically, you know, you find outin the, you know, at the, at those
worksheets that are not decodable.
(20:14):
Like, you know, if you look at crosswordspuzzles that are not decodable,
they cannot do it on their own.
And even though you think it'seasy because it is put in a
childish format, it's still, ifit's not decodable, it is not easy.
It was just mumble jumblefor them to read and write.
So you have things like crosswordpuzzles and word searches and
(20:37):
cryptograms and that kind of puzzle?
Yes, we have those.
I mean, we of course start with moreyou know, textbook like, but for each
rule, we also have some fun ones.
We, we have word searches, cross puzzles,and, you know, like braille codes.
Number codes where you know, theywould have to kind of find you
know, one word, but then they haveto kind of read the whole word
(20:59):
and the sentence that they create.
I love it.
I hope that you, the occupationaltherapist, find that as a resource that
you can utilize in your practice inoutside the classroom, but if you're
collaborating inside the classroom,like we teach in tier one interventions,
(21:21):
that you can pull those resourcesto make it easier on your students.
Shigdum, can you tell us a littlebit about where to find your website?
You're welcome to share it.
Sure.
Our website is Simple Words Books.
Let me We can probably edit this one up.
(21:48):
Here is our website, Simple Words Books.
If you go to our scope,
I really think this iswhere the magic happens.
So you can see like our most advancedbook is intermediate chapter book, and
then we have early levels, and I justwant to kind of give you a little bit
(22:08):
of an example of how to make use of thispage, because I think it is very important
that someone who comes to our websiteunderstand if these are the right books.
For the reader, you know, we, we want tomake sure that it is emphasized enough
in this decodable world that nothingis 100 percent decodable if there are
(22:30):
words there that the reader cannot read.
So, for example, Fox Sound, we sayour our, this title is 98 percent
decodable because we would say thereader has learned all these rules.
Maybe I can make it a little bit bigger tomake it easier for the viewers to see it.
(22:53):
And if the the reader has notlearned all this all this and
they're only learned short vowels,then this book will only be 34.
4 percent decodable.
So they have to really understand wherethat reader is, what they can read, to
make sure that this is a success for them.
And if you look at the details, youcan just click on scope and sequence,
(23:15):
we have a very detailed analysis.
This is easy for parents, this iseasy for professional teachers and
occupational therapists to understand.
At that level they are at, we would thinkthey would know these irregular words.
And you can see in each titlehow many times they are used.
And then you can see the short vowels,the blends, and you can see, like, the
(23:40):
percentage of it, and which ones are used.
And are they ready to readthese words without frustration?
And I think that is really important.
And if you look at the wordsthat are out of scope for us for
this book, would be silently.
It would be words like like and time.
So there's only two of them used.
For and her, for controlledR, which are really easy.
(24:03):
Words for most readers at this level,but because they're control R, we
still want to be very transparentand say they're out of scope.
You know, vowel themes, theyweigh out down good feel.
And we do not say these are words thatthey should read out of memory because,
or guessing, because that is reallyagainst what decoding is all about.
(24:24):
But if you know these books arein there, these words are in
there, then you can practice.
Or you can be watching out for thesewords if you're reading together.
And and I think this is very importantthat you know, this transparency
should be in each decodable book.
And this title, this, this is Fox Hunt.
It has 5, 506 words, andit's at our novice level.
(24:48):
So a book that's 5, 000 words, howlong does it take a student to read?
Is it?
A typical student.
It really depends and I think on if youwould go by chapters or, you know, their
stamina we have typically say like abook like this would be maybe like a week
for a student to read, but I have seenstudents who are struggling to read and
(25:12):
this is like one of their first chapterbooks that they're trying to complete.
And they've done it in like a day,which is you know, I think that
kind of really blows people's mindsbecause there, there's a lot of
you know, like a space in there.
And if you can see it, wetry to use short sentences.
Stop sharing your screenso we can see that better.
Oh, sure.
(25:34):
So if you look at a book like this.
Here you can see there's a lot ofwhite space in there, there are short
paragraphs, short sentences, and itdoesn't really tire out the reader.
They're not saying, oh mygod, a big sentence is coming,
a big paragraph is coming.
Those are all emotionalchallenges that are there.
(25:54):
You know, before they read, they startgetting anxious and nervous because
of the past experiences they have withthe text and books they had to read.
It is also important thatthe chapters are short.
You know the first bookwe wrote had six chapters.
They were longer.
I mean, when you hear the feedback,and I see it with my own kids, it's
like, and believe it or not, I actuallystill do it to this day, I look at it
(26:15):
when the chapter is ending, becausementally it just gives me a break point.
I might read 10 chapters, butknowing, knowing that that chapter
is short, gives me that courage tocontinue because I'm dyslexic as
well and I do struggle with these.
Not, and I'm not exactly anurse, but I do see the patterns.
And when I look at my kids and Iunderstand why they're struggling
(26:39):
with things because they're dyslexic,I said, well, it makes so much sense
now with all the struggles that Ihad with reading when I was younger.
And you know, the comprehension andSome of the still emotional things that
come with reading that I you know, Ihad to deal with as an adult as well.
So I put like all those thoughts in it,in these books, to say what can I make it
(27:01):
so that this is a success for a strugglingreader who had already, you know, not
positive experiences with reading.
And in addition, also at the back of thebook, we have the same word list analysis.
So so you can quickly check.
You don't have to go on the website andlook for the scope and sequence as well.
(27:23):
We have a
Certificate of Accomplishment.
You can download these incolor on our website as well.
I think it is also very important thatwe celebrate these accomplishments.
This is a big accomplishment to readthis in a week or two for a lot of kids.
(27:43):
And they need to know that, youknow, what they have accomplished.
is just the beginning and it's, you know,celebrated every single step of the way.
This is fantastic.
A lot of the things that I have beentrying to share with the world is
how we can integrate those pull outsessions as whole classroom activities.
(28:10):
I could see this being another instancewhere the group, the classroom has done
whatever they're going to do as a wholeclassroom, we separate into small groups.
And one of the small groups includes thespecialized service like occupational
therapist or speech therapist.
(28:32):
And we can focus then on those skillsthat they need more support on and go
around the room as needed, depending onwhat we're doing with all the students.
And believe it or not, gifted students,kids who are not having trouble with
(28:52):
decoding, who really do see those.
patterns with the words, which is alot of times what these students are
missing, that have trouble with decoding.
Even gifted students havetrouble with writing.
So there are things that an OT can do,even with the higher level students.
(29:14):
Definitely.
So thank you for sharingyour website with us.
Is there anything else that you'dlike to share before we close?
I want to make sure that, you know,we look this, look at this as a, as a
journey and understand that finding theright text in our books or others, but
that the right ones are very criticalearly on because they are young minds,
(29:37):
they're They're easily telling themselvesstories on, Oh, I'm not good in reading.
Oh, I don't like reading.
Oh, I don't like books.
And, you know, we do want to make surethey're, you know, fluent readers,
but we really, really focus on as ourvision and values are their life goals.
Lifelong learners, you know, therewill be a lot of technologies out there
(29:59):
in the future where we might say, oh,do they really need to read or write?
Again, it is not the reading andwriting that maybe is the key, but you
have to be able to read and write toreally survive in a society like ours.
But more importantly, going throughthat process, still with your you
know, emotional muscles intact.
(30:19):
And the stories you, you know, they tellthemselves are not the limiting beliefs
that we as adults continue to work on.
So our really, our focus really forthe readers is The emotional well being
supported with you know, reading andwriting that comes with with academics.
This is fantastic.
Can I tell them now ormust I wait even longer?
(30:41):
We are partnering as a team to promote herdecodable books in our new subscription
box series called Relief in 3D.
We've been talking about iton the Tier 1 interventions.
Podcast, but this is the first time I'mbringing it up here at The Writing Glitch.
(31:03):
So if you have Students that arestruggling, that have difficulty with
dyslexia, dysgraphia, and dyscalculia,we have partnered with a math teacher,
and we're partnering with SimpleWord Books to bring you resources
that you can have in your classroom
(31:24):
at a moment's notice.
Plus, we're also providing relief for you.
We have fun things for you.
For Christmas this year, we put outsome fuzzy socks and, and some earrings
for that holiday bash, but everymonth there's going to be something
different just for you, the teacheror the occupational therapist, or the
(31:47):
parent that's helping the students.
So anybody who's out there thatis looking to get more tools.
We are partnering with, with Cigdem'scompany so that we can provide
you with her books over time.
So Fox Hunt is one of the first onesthat we are going to be sharing.
(32:10):
So based on what you've learned in thisepisode today, you can take that back and
you can take it and use it practically.
Thank you Cigdem for sharing that.
Thank you for allowing me tobe a part of that as well.
It is, I, I've seen the sneak peek.
It is so much fun.
What's in there is quite amazing.
(32:31):
I love it.
And I'm honored to be a part of it.
Thank you so much.
Well, thank you.
I'm, I'm honored that, that you haveagreed to be part of it as well.
Now listeners, remember you wereput here for such a time as this.
Go be awesome, go be brilliant, andtake what you've learned here back
to your classroom and help those kidsextend their journey for a lifetime.
(32:56):
Cigdem, thank you for being here today.
Is there anything that youwant to say in closing?
Again, thank you so much, and if youhave any questions, just contact us.
We have we have the contactus link on our website.
Or you can email me at kKnebel,K N E B E L at simplewordsbooks.
com.
And I'll get back toyou with any questions.
(33:17):
I'm always happy to help.
I'm always happy to support and serve.
Thank you so much.
You have a wonderful day, everybody.
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