Summer is a great time for kids to relax, explore new interests, and enjoy a break from the school routine. But it’s also a perfect opportunity to keep learning in fun and meaningful ways—especially when it comes to reading. Without regular practice, children can lose some of the progress they made during the school year, a challenge often called the “summer slide.” Including reading in summer routines helps kids hold on to important skills like vocabulary, comprehension, and fluency. With a little planning, families can support their child’s learning while still making time for play, creativity, and family fun. 

Reading is for everyone! No matter a child’s learning style or ability, there are ways to make reading accessible and enjoyable. For children with learning disabilities, vision challenges, or physical conditions like cerebral palsy, there are tools and resources that can help. One example is Bookshare, a free service that provides e-books in alternative formats such as audiobooks, braille, large print, and more. These options allow all children to experience the joy of reading and continue building their skills in ways that work best for them.

Understanding your child’s reading level and the typical milestones for their age can help you choose the right books and activities to support their growth. Reading milestones—like recognizing letters, sounding out words, or understanding story structure—give helpful clues about what your child is ready to learn next. If possible, ask your child’s teacher for information about their current reading level before summer break. This can help you use any reading guides from the school or library more effectively.

You can also use tools like the Learning Heroes ‘Readiness Check’ to get a quick snapshot of your child’s reading skills. Knowing what your child can do—and what they’re still working on—makes it easier to find books that are just right: not too easy, not too hard, and still fun to read. Matching reading materials to your child’s level helps build confidence and keeps them moving forward.

Washington State’s Office of Superintendent of Public Instruction (OSPI) offers helpful guidance for teachers and families through its Early Literacy Pathways booklet, which includes a chart of developmental milestones linked to reading. Understood.org also provides a helpful guide called Reading skills at different ages, which outlines what reading progress typically looks like from early childhood through middle school.

Ask a librarian to show you where to find books in your child’s general reading level, then turn your child loose to explore. Children will often gravitate to books that look interesting and accessible.

Don’t worry if the child wants to explore a book that seems too easy or too hard. Keep in mind that the point is to keep the child interested in reading. Sometimes children need something easy to keep it fun, and sometimes the subject of a harder book makes it more fascinating. 

Some children choose comic books or books with diagrams, which are rarely included on teacher lists but can keep kids going to the library. Consider whether guilt-free reading options might reduce battles and keep eyes engaged on the page. Any format that captures a child’s imagination and makes them enjoy reading is valuable. Consider graphic novels, audio books, read aloud online videos, or e-readers in addition to traditional books.

Some kids enjoy reading more when it’s hands-on or uses more than just words. Adding pictures, sounds, movement, or even smells and tastes can make reading easier and more fun. Multisensory reading activities help children connect with stories in meaningful ways,

The infographic below contains screen-free multisensory ideas. Try these ideas:

Download the Multisensory Activities Infographic in:
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Building strong reading comprehension skills helps children understand, remember, and enjoy what they read. It’s not just about recognizing words—it’s about making meaning from the text. These skills help kids follow the story, understand characters’ actions, and learn new ideas and vocabulary. They also allow children to connect what they read to their own lives or other books, which deepens their understanding. When kids ask questions and think about the story in different ways, they grow into more confident and capable readers. Encouraging curiosity, discussion, and creativity during reading time can make a big difference in how well children engage with books.

Some ideas to support reading comprehension at home are:

• Ask open-ended questions during and after reading to spark thinking and conversation.
• Make predictions about what might happen next in the story.
• Connect to personal experiences or other books to help kids relate to the story and understand it better.
• Use visuals like drawings, story maps, or graphic organizers to break down key ideas.
• Reread favorite books to reinforce understanding and notice new details.
• Discuss new vocabulary and use it in different contexts to build word knowledge.
• Summarize together—ask your child to retell the story in their own words.

Another great way to support comprehension is by using interactive tools that bring stories to life. Digital reading platforms and apps often include features like audio narration, animations, and games that help kids stay focused and understand what they’re reading. Many of them also offer books at different levels, so kids can read at their own pace while still being challenged. Below are some free interactive reading platforms that make reading both fun and educational:

• Storyline Online: Celebrities read books aloud with animations
• Unite for Literacy: Digital picture books with narration in multiple languages
• PBS Kids Reading Games: Interactive games and stories with PBS characters
• Starfall: Phonics and reading activities for Pre-K to Grade 2
• International Children’s Digital Library (ICDL): Books from around the world in many languages
• Oxford Owl: Free eBooks and parent resources for ages 3–11
• ReadWorks: Reading passages with comprehension questions and audio support
• CommonLit: Reading lessons for Grades 3–12 with accessibility tools

Ask the teacher or school district what they offer over summer. Many schools partner with local organizations or offer school-supported access to digital learning applications, such as:

• Epic
• I-Ready
• Raz-Kids
• IXL Language Arts

From May 9th through September 12th, kids can explore the Scholastic Summer Challenge: Home Base, a free mobile phone app full of stories, games, and favorite book characters. Home Base is moderated 24/7 to keep it safe and welcoming for all readers. Kids can attend virtual author events, play book-themed games, write stories and comics, and discover new books to enjoy.

Many Washington state public libraries offer free access to digital reading platforms like Libby and Overdrive, where families can check out audiobooks and eBooks with a library card. For younger children, ask your local librarian about themed kits—these are specially curated for preschoolers and include books and toys centered around fun topics like counting, transportation, farms, colors, and seasons. These kits make reading interactive and engaging for little learners.

Children learn reading habits from their family, and when adults show they love to read, children will often model that behavior.

Read during everyday activities. Notice and read signs and billboards while you travel around town. Ask children to read the recipe while they help prepare a meal. They can help read a text message, an email, or a letter that came in the mail. Turn on the television’s closed caption feature, so a favorite show includes the words to read and follow along.

Washington State Library has free access to everyone a Washington State Library Digital Inclusion Resource Collection. The Resource Collection contains links to Goodwill job skill training, LinkedIn Learning, and other learning opportunities. LinkedIn Learning offers short classes in photography and other personal interests in addition to business classes. There are thousands to choose from based on personal interest and the classes are all free.

Search locally online for “summer reading [your city]” or “summer reading program near me” because many local or state-specific businesses and restaurants host summer reading programs.

Summer is a season full of possibilities—and reading can be one of the most rewarding adventures of all. Whether your child is flipping through picture books, listening to audiobooks, or diving into a favorite series, every page helps build skills, spark imagination, and foster a lifelong love of learning. With so many accessible tools, community programs, and creative ways to make reading fun, families can turn summer into a time of growth and discovery. So grab a book, find a cozy spot, and enjoy the journey—because every story is a step forward.

Happy reading this summer and always!

• Some students will have school-based services over the summer through Extended School Year (ESY). See PAVE’s article: ESY Helps Students Who Struggle to Maintain Skills and Access FAPE.
• PAVE provides a video and an article about supporting students with specific learning disabilities related to literacy.
• Looking for ways to keep kids engaged outside of school? Check out Keeping Kids Busy Through Summer: Summer Camp Alternatives  for creative ideas that go beyond traditional camps.
• Summer is coming! Camps for Individuals with Disabilities offers helpful tips and resources for finding inclusive camp options.

Epilepsy is a brain condition that causes people to have seizures. There are many different types of seizures, and each person’s experience with epilepsy can be different. Today, doctors have better ways to treat epilepsy, and there are more resources to help families. Even though some people still don’t understand epilepsy, support and awareness are growing.

Epilepsy is a neurological disease and a spectrum disorder.  A person diagnosed with epilepsy is at a higher risk of having a seizure. A seizure occurs when there is a sudden, temporary burst of electrical activity in the brain that changes or disrupts the messages to the brain cells. The electrical bursts result in involuntary changes in body movement or function, sensation, behavior, and possible loss of consciousness/awareness of surroundings.

As technology has become more advanced, the medical community has discovered that there are many distinct types of epilepsy and different causes. Each person diagnosed with epilepsy has a unique experience. Epilepsy includes many types of seizures, grouped into three main categories based on where abnormal electrical activity occurs in the brain. The most common seizures are:

• Tonic-clonic seizure: A tonic-clonic seizure causes loss of consciousness and violent muscle contractions.
• Absence seizure: An absence seizure causes brief losses of consciousness and looks like a person is staring into space.
• Focal aware seizure: During a focal aware seizure, the person is alert and aware that the seizure is occurring. The person may feel tingling sensations or have body movements that they cannot control. Previously called, simple partial seizure.
• Tonic seizure: In a tonic seizure the muscles contract making the arms and legs very rigid. The seizures usually occur at night when the person is sleeping.
• Myoclonic seizure: A myoclonic seizure is a brief shock-like jerk of a muscle or muscle group. The person may not even realize it has occurred.
• Atonic seizure: Atonic seizures cause the muscles to go limp. Sometimes the person’s eyes may droop, and their heads will nod forward. If a person is standing up, and all their muscles go limp, they will fall.

In addition to the variations in seizures, epilepsy has other common health conditions linked to the diagnosis of epilepsy. Young children diagnosed with epilepsy are now automatically evaluated for autism, as research has shown a connection between the two conditions. Depression is the most common co-occurring health condition with epilepsy. Other health conditions commonly linked to epilepsy include ADHD, Learning Challenges, Anxiety, Mood Disorders and Migraines.

In the 1940s, people with epilepsy were often treated very differently than they are today. At that time, people with epilepsy were called “victims.” Back then, many families kept their loved ones with epilepsy at home and away from others because they were afraid of how people would react to seizures.

Doctors sometimes sent people with epilepsy to live in special communities, often on farms. These places were made to be safe and self-sufficient. People grew their own food, and workers helped with cooking and cleaning to prevent injuries during seizures. But these communities also kept people with epilepsy separated from the rest of society.

Things started to change when new anticonvulsant medicines, like Phenobarbital and Dilantin, were discovered. These drugs helped many people control their seizures and return to living at home. Both drugs are still in use today. Even with treatment, it was still hard for people with epilepsy to find jobs because of fear and misunderstanding.

By the 1960s, most of the special communities had closed. While treatment improved, people with epilepsy still faced stigma. Today, there is more awareness and support, but work continues to make sure everyone with epilepsy is treated fairly.

Many years ago, several epilepsy organizations across the United States recognized the need to work together to better support individuals living with epilepsy. Groups like the National Association to Control Epilepsy, American Epilepsy League, and the National Epilepsy League each had their own ideas about how to organize and share responsibilities. It took more than 20 years of discussion and collaboration before they successfully united to form a single national organization: the Epilepsy Foundation.

Today, the Epilepsy Foundation plays a leading role in supporting people with epilepsy and their families. It offers reliable information about epilepsy and seizures, connects families to local support groups and resources, and advocates for better care and services. The Foundation also funds research to improve treatments and works closely with local chapters to ensure families can access help in their own communities.

In its early years, the Foundation was led mostly by medical researchers focused on developing treatments. Over time, it expanded to include the voices of families, caregivers, and community advocates. This broader involvement helped shape the Foundation’s mission and made it more responsive to the needs of those it serves.

In 1998, Susan Axelrod and a small group of parents started CURE Epilepsy to support research aimed at finding a cure for epilepsy, motivated by their experiences with treatment-resistant seizures in their children. CURE stands for Citizens United for Research in Epilepsy, and it is the only nonprofit organization solely dedicated to funding research to find a cure by supporting innovative science that targets the root causes of epilepsy.

Parents and family caregivers of children with epilepsy often play a key role in ensuring their child receives the support they need at school. Because epilepsy can affect learning, attention, memory, and behavior, especially when seizures are frequent or medications cause side effects, educational advocacy is essential.

Working with schools to develop individualized plans that support their child’s learning and safety, families may advocate for:

• Section 504 Plans: These provide accommodation such as extra time on tests, rest breaks, or permission to carry and take medication at school.
• Individualized Education Programs (IEPs): For students whose epilepsy significantly impacts learning, an IEP outlines specialized instruction and services tailored to their needs.
• Medical Action Plans: Parents collaborate with school staff to create emergency plans that explain how to recognize and respond to their child’s seizures.

Today, children with epilepsy can get care at special medical centers called pediatric epilepsy centers. These centers focus on both the child and their family. They are designed to help children who still have seizures after trying two different medicines for at least three months.

Some of the services these centers may offer include:

• A place to stay for longer testing and care
• Support from social workers for both the child and family
• Help from other doctors and therapists who work with the child
• Neurosurgery, if it might help reduce or stop seizures

In Washington State, some examples of these centers are:

• Providence Sacred Heart Medical Center
• Seattle Children’s Epilepsy Program
• Swedish Epilepsy Center at Cherry Hill Campus
• UW Medicine Regional Epilepsy Center at Harborview

Families can also get help outside of the hospital. For example, PAVE provides information, resources, and parents for parents and individuals with disabilities in Washington State. If your infant or toddler has just been diagnosed with epilepsy, they may be eligible for early intervention services. PAVE provides an article, Early Intervention: How to Access Services for Children Birth to 3 in Washington, to support families in understanding the steps to get started, what services are available, and how to advocate for their child’s needs. Students and their families can contact PAVE for personalized support and training with IEPs, 504 plans, and medical action plans by completing the online help request form.

Parents can also join online support groups specifically for parents of children with epilepsy, or be matched with another parent who has been through a similar experience through the Parent-to-Parent program. If you are a family living in Pierce County, PAVE offers family support activities, information, and referrals through the Pierce Parent to Parent Program.

Understanding and awareness of epilepsy has come a long way over the years. Thanks to better medicine, more knowledge, and strong support from families and organizations, people with epilepsy can live full and active lives. There are still some challenges, like helping others understand what epilepsy is and making sure everyone gets the care they need. But with continued support and awareness, the future looks brighter for people living with epilepsy.

Epilepsy-specific information, support groups, and resources:

• CURE Epilepsy
• Epilepsy Foundation

Level 3 Epilepsy Centers:

• Providence Sacred Heart Medical Center
• UW Medicine Regional Epilepsy Center at Harborview

Pediatric Level 4 Epilepsy Centers:

• Seattle Children’s Epilepsy Program
• Swedish Epilepsy Center at Cherry Hill Campus

Your social media accounts are all about you! Think about why you are using social media or other screens. Is your goal to talk to friends, find cool videos, or learn something new? Thinking about your goals and what you like helps you control how you use social media, instead of letting it control you. To better understand your goals, ask yourself:

• What is your goal when you open an app or go online?
• Did you reach your goal, so you can set it down now?
• Are you in control of how you use it, or does it feel like it controls you?

Consider what you see and read online. What purpose does this have for you? Is it something helpful and interesting, or is it making you feel bad? Sometimes you might see things that are mean or make you feel sad, anxious, or even angry. If you notice that what you’re seeing online is often upsetting or distracting you from important things, maybe it’s time to look for content that helps you feel better. You can control some of what you see online by only following pages that make you feel good, and by unfollowing or muting accounts that post things that upset you or make you feel bad about yourself.

Think about what you see online and ask yourself:

• What kinds of things do you usually look at online?
• What purpose does this content have for you?
• If some content makes you feel bad, are there other things you could look at online that might help you feel better or learn something new?

Think about how you feel and how you use screens when you’re feeling strong emotions. Sometimes we use phones or games to escape negative feelings, but there are other ways to calm down, like talking to people you trust, taking a walk, or making art.

When thinking about how social media makes you feel, ask yourself:

• How does using social media make you feel?
• Does what you see online make you feel good?
• When you’re feeling sad, bored, or stressed, do you often use screens or social media to feel better?
• Are there other ways you can help yourself feel calm that don’t involve a screen?

Screens shouldn’t stop you from doing homework, seeing friends in person, getting enough sleep, or doing other things. Think about how long you are going to use an app or website and set a clear time limit for yourself. That way, you can reach that time and be able to put your phone down because you planned to stop. To help you set a time limit that works for you, ask yourself:

• How long are you planning to use social media or a screen right now?
• Did you set a clear time to stop using it?
• Does using screens stop you from doing other important things, like homework, spending time with family or friends in person, or getting enough sleep?

You can talk with a friend or trusted adult about your online life and how you are feeling about it. By sharing about how you feel about friends online and in real life, you can better understand what purpose connecting online has for you. Talking helps you learn how to use screens safely.

When you think about your friends and family, ask yourself:

• Do you feel comfortable talking to a parent or trusted adult about your online life?
• If something online made you feel uncomfortable or upset, would you feel okay talking to someone about it?
• How do you feel about your friendships online compared to your friendships in real life?
• What purpose does connecting online have for you in your friendships?

Remember, social media should be something that adds to your life—not something that takes away from it.

One way to stay safe online is by using the “Rule of 5,” which means having five trusted people you can talk to when something online feels wrong or confusing. These questions can help you identify five people you can trust:

• Who do I feel safe talking to when something is bothering me?
• Who listens to me without judging or getting angry?
• Who has helped me solve a problem before?
• Who would I go to if I saw something online that made me feel scared or confused?
• Who do I trust to keep me safe and give good advice?
• Who do I feel comfortable being honest with, even if I made a mistake?
• Who do I know that cares about me and wants the best for me?
• Who could I call or message quickly if I needed help right away?

Once you’ve identified five people, write them down or save their contact info in a safe place.

Taking control of your social media use starts with understanding your goals, feelings, and habits. By reflecting on how, why, and when you use screens, you can make choices that support your well-being and help you stay safe online. Whether you’re setting time limits, curating your feed, or reaching out to trusted people, every small step counts. Keep checking in with yourself, stay curious, and remember—you have the power to shape your digital world in a way that works for you.

This self-reflection guide was developed as a practical tool to help implement the strategies outlined in Level Up Your Social Media Game: Digital Safety Tips for Youth and Young Adults with Disabilities.  It is designed to encourage thoughtful engagement with the digital safety concepts presented in that article, supporting users in applying them to their own online experiences.

Family caregivers and professionals can learn how to support kids’ health and emotional well-being by helping them use social media safely. A great place to start is the American Academy of Pediatrics’ “5 Cs of Media Use” guides.