Published
English for Emerging Adults with Dyslexia
The English Hour (Structured Literacy for Ages 15–18)
A teaching manual for English with a fifteen- to eighteen-year-old who finds word reading and spelling unexpectedly hard. It does not diagnose. It teaches a parent how to run Structured Literacy intensity at that table — if “phonics is over in high school,” wait-until-college, and “just read more” are not allowed to pass as the intervention.
Editorial principle
Ages 15–18 only. Age does not retire decoding. Short sharp sits. The student holds the pencil. You hold the key. The guide, if any, waits.
- Chronology
- 2026
- Length
- ~62,000 words
- Reading time
- ~5 hours · 229 pages
Authors
Michael Gannotti
The voices
1 figures across 2026. Each speaks in their own voice, through their own texts.
The parent-teacher
nowStructured literacy
Core question: Can you hear “phonics is over in high school” when the code is not finished?
One adult, ages 15–18 at the table — not a reading clinic down the hall.
Chapters
14 chapters. The disagreement is not resolved.
- Complete
Welcome
Welcome
What is the Structured Literacy hour still for at fifteen to eighteen?
Voices: parent-teacher
- Complete
How to Use
How to Use This Book This Week
What can you run on a Tuesday?
Voices: parent-teacher
- Complete
Five Things
If You Only Remember Five Things
What must hold if the rest is ignored?
Voices: parent-teacher
- Complete
The Hour
The English Hour (Structured Literacy for Ages 15–18)
What does a session of Structured Literacy actually look like?
Voices: parent-teacher
- Complete
Chapter 1
What dyslexia looks like at 15–18
Is this a diagnosis, or a teaching profile?
Voices: parent-teacher
- Complete
Chapter 2
Multisyllabic decoding repair
Is the code finished because they are in high school?
Voices: parent-teacher
- Complete
Chapter 3
Encoding and spelling
Can they write the word they just read?
Voices: parent-teacher
- Complete
Chapter 4
Morphology denser in HS text
Do the parts of the word still mean in this page?
Voices: parent-teacher
- Complete
Chapter 5
Fluency after accuracy
Is a stopwatch the first fluency move?
Voices: parent-teacher
- Complete
Chapter 6
Vocabulary in use and comprehension on accessible text
Is “just read more” comprehension?
Voices: parent-teacher
- Complete
Chapter 7
Writing and research with adaptations
Can they write and open a source without abandoning the code?
Voices: parent-teacher
- Complete
Chapter 8
Short assessments and progress checks
What did today’s errors teach tomorrow?
Voices: parent-teacher
- Complete
Chapter 9
Records
What still has to leave the house?
Voices: parent-teacher
- Complete
Chapter 10
Resources
Which program fits this hour, and which does not?
Voices: parent-teacher