Word Scholars
Sara Leland teaches and learns about the English writing system with children and teens in Richmond, Virginia. Prior to entering the world of literacy instruction, Sara studied multiple languages, worked as a university writing tutor, completed a PhD in philosophy (during which she realized that the world of academic philosophy was definitely not where she wanted to be), taught at both the university and preschool levels, and worked as a writer and editor. Sara’s step into the world of teaching literacy resulted from her determination to support her own child. She pursued Orton-Gillingham training, at first intending to use it only at home. However, she found herself excited to study language in a new way from excellent mentors and soon became a Language Fundamentals teacher at a school for kids with dyslexia.
​As much as she appreciated her Orton-Gillingham education, Sara had questions that pointed her beyond the scope of O-G, and she wished for a differently structured approach that would allow her to interact with children as a co-researcher open to spontaneity and quests charted by the children. She attended one virtual talk by Pete Bowers, the founder of the Structured Word Inquiry approach, and knew she had found her path. Her understanding of our written language and her pedagogical approach blossomed as she learned from Pete, Gail Venable, Sue Hegland, Real Spelling, and many other brilliant people in the field as well as her students who, given the space, began asking fascinating questions to which Sara did not have answers. With an investigative approach based on an accurate understanding of how the English writing system really works, Sara’s students made strong progress in reading, spelling, and writing composition, and she was amazed to see how their self-images as learners transformed in the process.
Sara continues to reinvent her practice in response to students' interests and needs, insights from other teachers, her own understanding of language, and current research and theory in the field of literacy instruction. She creates almost all of her teaching materials herself, and her students serve as beta testers for the many word games she designs, which she plans to make available for purchase in the near future. Sara is devoted to creating a learning space that is safe and affirming for neurodivergent and queer youth. She is looking forward to expanding her practice to work with adults as well, and she hopes she can one day do collaborative, grant-funded work to reach youth who do not have access to private tutoring.
Sara's happy place is in the mountains.​​