Head of School
Dr. Jennifer C. Roig, Ed.D
Co-Head of School and Literacy Architect, The Roig Academy
Literacy Architect for Implementation and Research
Certified Structured Literacy Dyslexia Specialist
Dr. Jennifer Roig is co-founder of The Roig Academy, a private school established in 2000 dedicated to empowering students with language-based learning disabilities, including dyslexia, through evidence-based, structured literacy instruction. With more than 35 years of experience in special education, early childhood education, and literacy, Dr. Roig has built instructional models that honor each student’s unique strengths while maintaining rigorous academic expectations.
As the academy’s literacy architect, Dr. Roig leads professional learning for teachers and drives the schoolwide implementation of structured literacy practices grounded in the science of reading. Her work creates the conditions for students to develop as confident, capable learners, recognizing the creativity, problem-solving, and cognitive strengths that are hallmarks of dyslexic thinking. She is committed to nurturing the whole child, supporting not only academic growth but also student agency, self-efficacy, and personal wellness that are central to The Roig Academy’s mission.
Beyond The Roig Academy, Dr. Roig serves as an independent school consultant and professional learning provider, partnering with schools to build capacity in structured literacy instruction and support educators in meeting the needs of students with language-based learning disabilities. She also serves as a guest lecturer at the University of Miami, where she shares her expertise in dyslexia, structured literacy, and special education with the next generation of educators.
Dr. Roig earned her Ed.D. earned her degree from the University of Florida, where her research focused on dyslexia and professional learning. She holds a State of Florida Professional Educator Certificate in Special Education, with degrees in special education from Nova Southeastern University and reading and emotional behavioral disorders from the University of Miami.
Dr. Roig is a Certified Structured Literacy and Dyslexia Specialist through the International Dyslexia Association; holds a graduate certificate in dyslexia from the University of Florida; is a UFLI Certified Instructor; and is a member of the Academy of Orton-Gillingham Practitioners and Educators.
Her professional affiliations include the International Dyslexia Association, the Reading League, the International Literacy Association (where she serves on the Administrator Task Force), the Council for Exceptional Children, and the American Psychological Association. She serves on the Early Learning Coalition of Miami-Dade/Monroe board and is a former board member of the Miami Children’s Museum.
Insights from Dr. Jenni Roig
Follow Dr. Jenni Roig for practical insights on dyslexia, structured literacy, educational leadership, and the mission of The Roig Academy. Discover resources, teaching strategies, and ideas that support educators, families, and students.
Is this book too hard for your reader? Here`s the 30-second test. Before you hand it back or push through the tears, try this.
The five-finger rule: open to any full page, have your child read it aloud, and hold up one finger for every word they miss.
Two or three is the sweet spot.
Four or five means it`s too hard to read on its own right now.
The research behind it: children read best at about 95% accuracy, roughly 95 words right out of 100. Drop below 90%, and they hit "frustration level," working so hard to decode that there`s nothing left for meaning (Betts, 1946).
A hard book isn`t off limits. It`s just not a solo mission yet. Read it together, offer it at bedtime, or shelve it and come back in a few months.
Save this for your next trip to the library, and send it to a parent who needs it. 📚
What is your reader working through right now? Tell me in the comments.
#readingteacher #raisingreaders #literacy #teachersofinstagram #parentingtips #earlyliteracy #justrightbooks #readingathome #elementaryteacher #momsofinstagram
Class is in session at the U! 🙌 🎉 Thrilled to dive deep with my graduate students today into the three readability levels: independent, instructional, and frustration. Understanding these thresholds is the ultimate key to unlocking student comprehension.
Let’s get to teaching! 📚✨
#UMiami #UniversityOfMiami #professorlife #whatisdyslexia #ReadabilityLevels
Is your child guessing words instead of reading them? 🫣 It is easy to think they are just rushing, being lazy, or not trying. But as a literacy specialist, I am here to tell you that what it looks like is not what it actually means.
When children guess, it is rarely a behavior problem. It is a strategy problem. They simply lack the tools to decode the words on the page.
The fix? Explicit instruction. 🧠✨
Every single time a child successfully sounds out a word, they are building orthographic mapping. This is the exact neurological process the brain uses to store words for automatic, lifelong retrieval.
By teaching them how to decode rather than letting them guess, you are directly building their:
✅ Fluency
✅ Comprehension
✅ Confidence
Stop the guessing game and start building real readers. 📚
👇 Drop your reading questions in the comments below!
#OrthographicMapping #ScienceOfReading #EarlyLiteracy #teachertips #whatisdyslexia
Why do World Cup teams spend months studying playbooks? Because strategy beats luck. ⚽️🏆
In education, we adopt a curriculum and hire talented teachers, but we often forget the playbook that connects them: shared teaching frameworks and collaborative coaching.
Hoping educators figure it out on the fly is a losing strategy. To change student outcomes, we must replace “one-and-done” workshops with sustained instructional coaching rooted in Implementation Science.
Championships aren’t won on draft day. They are won on the practice field.
👇 What’s your school’s playbook?
#ImplementationScience #StructuredLiteracy #InstructionalCoaching #ScienceOfReading #EducationLeadership
Come with me to see my new classroom at UM! 🙌
My ID card and I had a brief miscommunication at the door (swipe vs. tap is a real struggle 😅), but we made it inside! The room is completely empty now, but next week it’s go-time.
See you soon, Canes! 🙌🧡💚
#UMiami #UniversityOfMiami #ClassroomReveal #whatisdyslexia #professorlife
Such an informative two days in Richmond. As an ELC board member, I found that being part of the Miami–Richmond Learning Exchange was a powerful reminder that when early childhood leaders come together to share, learn, and collaborate, our children and families win.
Proud to represent Miami alongside such dedicated partners. 🌱
Thank you to The Children’s Movement of Florida for organizing such a meaningful exchange!
#earlylearning #earlyliteracy #learningexchange
A newly published study in Annals of Dyslexia examines educator knowledge related to dyslexia, reading intervention, and assessment.
🐊 Comment “DAIS” and I’ll send you the study.
🐊 This research is especially meaningful because it comes from the University of Florida program where I completed my doctoral program, and includes mentors and colleagues.
#whatisdyslexia #IDA #dyslexiamiami #scienceofreading
When evaluating options, do you know what to look for in a summer reading program to ensure it aligns with how the brain learns to read?
The efficacy of a summer literacy intervention depends on specific criteria rooted in the science of reading.
To protect your child’s progress, prioritize programs utilizing Structured Literacy. This framework, established by the International Dyslexia Association (@dyslexiaida), is a comprehensive model that includes approaches like Orton-Gillingham but extends to all systematic language instruction.
A high quality program includes several essential components.
Initial placement assessments are necessary because instruction must begin with an objective evaluation of the student`s current skill set.
The presence of qualified specialists is equally as important, as the efficacy of a curriculum depends on the educator’s specific experience with reading, struggling readers, and students with dyslexia.
Additionally, consistent progress monitoring ensures that data collection drives instructional adjustments to meet the student`s evolving needs.
A critical educational insight is the necessity of data-informed instruction. Learning is not a linear process; it requires constant calibration. This is why skill-based grouping is more effective than grouping by age or grade level.
This approach prevents the repetition of known material and ensures the child is constantly working within their zone of proximal development.
Establishing psychological safety is paramount. The environment must foster confidence and joy to mitigate the academic fatigue often experienced during the school year.
Quality instruction provides the necessary cognitive challenge while maintaining the positive, high-engagement environment essential for summer learning.
#whatisdyslexia #summerprogram #structuredliteracy #summerslide
Parent Voices
Once students understand they can, brilliant things happen.
“Jenni was crystal clear with her plan on getting our daughter to achieve her goals and most importantly, gain valuable confidence she was lacking.” -D.M., Parent, 2019
“When we came to Roig with our son at age 6, he could barely read or do simple math equations. We credit Jenni Roig for seeing the potential in him and for taking the time to nurture that potential. She is extremely knowledgeable about dyslexia and other learning differences and the latest research.” -K.P., Parent, 2018
“Her expertise in understanding the functions of the brain, the impact of different styles of cognitive architecture on the learning process, and ability to pair the appropriate remedial strategies with specific needs of each individual child, grows every year.” -Florida Licensed School Psychologist
“Jennifer is cognisant of dual diagnosis and comorbidity as it pertains to learning differences and attention issues.” – Associate Professor, Associate Clinical Director, Child Division, Department of Psychology
“Jennifer is thorough in her approach with students and incorporates evidence-based approaches to her curriculum, such as the Orton-Gillingham approach to reading.” – Director, Training Program, Clinical Supervisor, Licensed Psychologist
“Jennifer is cognisant of dual diagnosis and comorbidity as it pertains to learning differences and attention issues.” – Associate Professor, Associate Clinical Director, Child Division, Department of Psychology
“Jenni and Gus are more than true professionals; as human beings, they act with integrity and they are worthy of esteem, friendship, and love.” – Parent