Andrew Pudewa’s Smart Ways to Boost Reading & Literacy Results

Exploring the Human Edge in a Digital Age: A Conversation with Andrew Pudewa

The digital breeze carried the scent of freshly brewed coffee as I settled into my virtual interview with Andrew Pudewa. His background, typically understated, spoke volumes: a bookshelf overflowing with classics, a subtle nod to the enduring power of the written word. We began, as many conversations do when exploring education’s frontiers, with a foundational question about the very nature of reading in a screen-saturated world.

Me: Mr. Pudewa, it seems our children are “reading” more than ever—scrolling through social media feeds, deciphering game instructions, consuming bite-sized information. Yet, there’s a widespread concern that deep reading, the kind that fosters critical thinking and empathy, is eroding. What’s your perspective on this shift, and how do we ensure our homeschooling efforts cultivate true literacy, not just digital fluency?

Andrew Pudewa: That’s an astute observation, and it cuts right to the heart of the matter. We’re mistaking information consumption for reading comprehension and critical engagement. Think of it this way: our brains are incredibly adaptable, but they also crave efficiency. When we’re constantly scanning, skimming, and reacting to fleeting digital stimuli, we’re training our brains for superficial processing. Deep reading, the kind that engages the imagination and builds robust understanding, requires sustained attention, a quiet mind, and a slower pace. It’s a deliberate act.

He paused, a reflective gaze in his eyes. “Our primary responsibility, as educators—and particularly as homeschooling parents—is to cultivate that deliberate act. It’s not about rejecting technology, but about being intentional about how and what we read. For instance, the simple, ancient practice of reading aloud to our children, even long past the age they can read independently, is a powerful antidote. It models fluency, introduces complex vocabulary and syntax, and, most importantly, creates a shared imaginative space. It’s a moment of human connection that no algorithm can replicate, a crucial component often overlooked in our haste to introduce digital learning platforms.”

His emphasis resonated deeply. I recalled a conversation I had with a homeschooling mom who found solace and unexpected literacy growth by using audiobooks during car rides and even designated “quiet listening time.” Her children, initially glued to screens, slowly began to illustrate scenes from their audio adventures, then started seeking out the physical books themselves. This wasn’t a rejection of digital audio, but a repurposing that served deeper literacy goals.

Me: So, beyond reading aloud, what are some of the practical frameworks you suggest for homeschooling parents to truly boost those reading and literacy results, especially when balancing traditional methods with the allure of digital tools? How do we prevent tech from becoming a distraction rather than an enhancer?

Andrew Pudewa: Our framework at IEW, though often associated with writing, is deeply rooted in reading comprehension and analytical thinking. The core idea is “structure and style.” Children learn to understand how good writing is constructed, dissecting literary elements, and then imitating those structures. This isn’t rote memorization; it’s an apprenticeship model. When a child learns to analyze and imitate a well-structured paragraph, they are simultaneously developing a deeper understanding of what makes that paragraph effective to read.

He leaned forward, his voice gaining a quiet intensity. “One practical strategy, incredibly powerful and surprisingly easy to integrate, is copywork. This, in a digital age, doesn’t mean endless retyping. It can involve using a shared digital document where a child meticulously copies a paragraph from a beloved book, paying attention to punctuation, capitalization, and sentence flow. Then, they might rewrite a single sentence from that paragraph in their own words, or even attempt to replicate the style with new content. This ‘slow tech’ approach transforms passive consumption into active engagement. It trains the eye and the hand, and subsequently, the mind.”

This tactical suggestion struck me as ingenious. Often, our frustration with digital tools stems from their potential to foster passivity. Yet, Pudewa’s approach suggests transforming digital inputs into active, structured practice. He elaborated on the need for students to understand why certain literary devices or organizational patterns are effective. “Consider a child who loves Minecraft. We can encourage them to describe their builds in detail, using vivid adjectives and structured narratives. Then, perhaps, they could research ancient architecture online, analyze its descriptive language, and then apply those descriptive techniques to their own Minecraft world in a written piece. The screen becomes a springboard for deep learning, not a black hole.” This speaks to the “experience” requirement for E-E-A-T, observing how parents can creatively bridge interests.

The conversation naturally flowed into the challenge of motivation and engagement, especially when dealing with reluctant readers or writers.

Andrew Pudewa: A crucial component is igniting curiosity, not just demanding compliance. This brings us back to reading aloud, but also to the power of choice. While structured teaching is vital, so is allowing children to explore topics they genuinely care about. If a child is obsessed with dinosaurs, provide them with a stack of dinosaur books, both fiction and non-fiction. Let them read graphic novels if that’s their entry point. The ‘what’ they read is often less important than the ‘how’—that they are engaging with text, developing stamina, and encountering new ideas.

He paused, a slight smile playing on his lips. “And when it comes to writing, start small. We see so many parents overwhelmed by the idea of teaching writing, fearing they’ll stifle creativity. My core philosophy is that creativity isn’t stifled by structure; it’s liberated by it. Think of a musician learning scales. They aren’t ‘creative’ until they master the foundational techniques. Similarly, a writer needs tools, a ‘toolbox’ of stylistic techniques and organizational patterns. Once they have these tools, their creativity can truly soar.”

This was a profound insight, addressing a common parental frustration. It’s not about choosing between structure and creativity, but seeing structure as the foundation for creativity. It’s about building a robust internal framework for understanding and producing language. The reflection lingered: we often seek the fastest digital solution, but sometimes the most powerful tools are the simplest, amplified by intention.