We caught up with Just Words® educators from across the country to get their unvarnished opinions of the program and its effectiveness. Here are just a few of the reasons they believe “Just Words Just Works.”
For Renee Morris, Just Words® stands out because of its explicit instruction and built-in review. “Just Words explicitly teaches students what they need to know to be successful. The instruction builds over time, and I don’t see regression because of the review of previous concepts that is built in.”
She’s seen measurable growth in her students’ literacy skills, but what matters most is their self-esteem. “The biggest thing for me is the boost I see in their self-esteem and that they see themselves as readers.”
Renee recalls a student who once hated reading. “Her parents and I tried all kinds of books, but nothing interested her. After we started Just Words, she began to see herself as a reader because of the explicit instruction. Now she can’t get enough books.”
Parents echo this shift: “They tell me they see the academic growth and that their children now enjoy reading at home.”
The structure of the program also empowers Renee. “Just Words explicitly tells you what to teach and the procedures for how to teach it. It takes the guesswork out of instruction.”
She credits Just Words with changing her approach to literacy instruction: “I was trained in Just Words early in my career. Up until then, I didn’t know what good intervention looked like or that there were six syllable types. Just Words gave me the knowledge and skills to be a better literacy teacher.”
Her advice to new teachers? “Follow the procedures—they work! Take it one step at a time and make tweaks as you go. It is so rewarding to see the student data after they have completed the program!”
Julia Vaughan brings a passion for teacher training and literacy instruction to her work. For her, Just Words is an essential tool. “It combines the science of reading with multimodal learning to shore up gaps for Tier 2 students. It’s an intentional, circular curriculum that maximizes learning.”
The changes in her students have been striking. “They take more risks in reading. Just Words gives them the rules and practice to build confidence and knowledge.”
She recalls one student’s transformation: “She was noticeably delighted at her increased fluency and ease—the smile on her face was huge. It was wonderful to see her filled with so much pride.”
Parents also are enthusiastic. “They’re delighted with their children’s progress, and they appreciate the clarity of the progress monitoring graphs during student-led conferences.”
Julia finds the program makes teaching easier. “It removes a lot of the guesswork and gives me a well-designed framework based in the science of reading.”
Her approach to literacy instruction also has evolved. “It showed me how quickly students can learn Orton-based concepts and how to address individual needs while moving a group forward.”
Her advice for educators? “Preparation is key. It takes time to get familiar with the materials, but it’s worth it. Just Words was an amazing asset to me as a teacher and a tremendous benefit for my Tier 2 students.”
For Sarah DiGioia, a special education teacher in Oxford Public Schools, Just Words stands out from other Tier 2 intervention programs because of its thoughtful structure. “It focuses on one item at a time, with built-in, day-by-day lessons,” she explains.
Since implementing Just Words, Sarah has noticed major changes in her students’ spelling abilities and their grasp of specific spelling rules. One aha moment stands out in particular. “When students realized that y is more often a vowel than a consonant—it was like a lightbulb went on.”
Parents have echoed these positive shifts, often noting their children’s improved reading and spelling. For Sarah, the benefits extend to her own teaching. “The step-by-step manual is terrific,” she says. The program has deepened her understanding of syllables and spelling rules—knowledge she now incorporates into her general ELA lessons.
Her advice to new educators getting started? “Definitely take the launch workshop—and don’t feel bad about using the manual. That’s why you have it. Over time, it becomes easier and easier to teach.”
Teaching in a bilingual school setting, Amy Hoogeveen relies on structured, systematic programs to support her students. That’s why Just Words has become an essential part of her literacy toolkit. “I like the progression of targeted phonics skills—it’s very systematic and well set up,” she says.
Amy often works with students who come from Spanish-speaking households or transfer from other schools. That makes phonics instruction especially important. “It’s always rewarding to see older students finally understand why words say what they say. Those aha moments are powerful.”
Since introducing Just Words, she’s noticed a clear boost in student confidence. “They really hone in on the words and are able to decode instead of guessing.” Parents also have expressed satisfaction with their children’s reading progress.
From a teacher’s standpoint, Amy appreciates how the program’s scope and sequence support effective planning.
“It gives a clear path for success.” Her approach to instruction has evolved as well. “Teaching Fundations® and Just Words has reinforced for me just how vital phonics instruction is. When students can decode words confidently, they’re more equipped to comprehend complex texts.”
Her encouragement for others just beginning their Just Words journey? “Stick with it! It may seem tedious or detailed at first, but I’ve seen so many positive results.”
After 21 years in special education, Christy Driscoll found what she calls a game-changing approach. “Just Words values the importance of developing both decoding and encoding. The use of tools like Magnetic Journals and online InterActivities keeps students engaged while strengthening both processes.”
She’s seen a noticeable shift in her students: “Confidence and engagement have soared.”
One aha moment stands out. A student proudly declared: “Wait. Mrs. Driscoll, this word ends with e because no words in the English language can end with v! I get it!”
Parents are thrilled too. “They love seeing their children pick up books and read without avoiding reading tasks.”
Christy finds the online resources especially helpful. “The Sound Cards and InterActivities help me deliver the material quickly and effectively.”
She says Just Words is central to her work: “It feels like the most important thing I’m doing to help my students close the gap. I won’t stop fighting for the time in the schedule to implement it.”
Her advice? “Writing out lessons is time-consuming but worth it. Use the fillable lesson plan template, save each day’s plan, and track progress with the grading templates from the website. It gives a valuable snapshot of group progress.”