the Science of Reading
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Want to learn more about the Science of Reading? Learn evidence-aligned strategies for teaching foundational reading skills? How word recognition instruction looks in practice? We are holding a summer book club around one of the most comprehensive research to practice texts there is–CORE’s Teaching Reading Sourcebook–every Saturday in July. More info just released here: https://bit.ly/COREsummerbookstudysignup
Dr. Linnea Ehri’s List of Instructional Guidelines for Enhancing Orthographic Mapping and Word Learning
In a recent discussion with Dr. Linnea Ehri, she wrote up and sent over a document with instructional guidelines that follow from her theory of orthographic mapping and research studies. She gave permission to share this with a wide audience of teachers and stakeholders in order to help increase understanding in the Science of Reading.
A phoneme is the smallest unit of sound in a word that makes a difference in the meaning. For example, the word shop has 3 phonemes, /sh/-/o/-/p/, and the word clipped has 5 phonemes, /k/-/l/-/i/-/p/-/t/. This blog post will help you figure out how to help a child begin to become aware of phonemes. PreviousContinue reading “How Do I Start Teaching Phonemic Awareness?”
Let’s continue with how the science of reading may look in a first grade classroom. The last post discussed phonemic awareness, phonics, spelling, and high-frequency word instruction in a whole group setting, as well as differentiated spelling instruction. In this post, I’ll discuss what small-group reading instruction, when informed by research, may look like inContinue reading “The Practicalities of Teaching in a First Grade Classroom: Part 2”
We all know that using evidence-aligned practices in our classrooms is important. But how does this look, practically, in a first grade classroom? This post is not meant to be prescriptive, but descriptive–meaning these are the practices that have worked for me in the classroom and that are aligned to the evidence about what isContinue reading “The Practicalities of Teaching in a First Grade Classroom: Part 1”
Phonemic awareness, although of great importance, is one of the least understood components of reading instruction. Less than a third of teacher prep programs reviewed by the National Council for Teacher Quality are providing training in phonemic awareness. This is probably why many teachers and teacher educators have misconceptions about phonemic awareness and have troubleContinue reading “The Foundational Importance of Phonemic Awareness”
Let’s start off with a little test-yourself time! True or false: A characteristic of dyslexia is to see letters or words backwards. Dyslexia is a visual-perceptual difficulty. Dyslexia is a disability that is recognized by law in schools. Have you answered? What did you think? What is dyslexia?? Over 80% of pre-service and in-service teachersContinue reading “What is dyslexia?”
The Simple View of Reading was first proposed by Gough and Tunmer in 1986 and is one of the most supported models of reading to date. The gist of the Simple View is that Reading Comprehension (RC) is the product of Decoding (D) and Linguistic (or Language) Comprehension (LC). RC is the *product* of D andContinue reading “The Complexities of the Simple View of Reading”