Science of Reading
“Science of Reading” (SoR) means evidence-based reading instruction practices that address the acquisition of language, phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated to meet the needs of individual students.
Lexia LETRS for North Carolina
Great video about aligning a book room to the science of reading.
| Resources from DPI | Description |
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This document includes structured guidance for coaches/administrators to lead PLCs around each Unit and Session in LETRS (K-5) Volume 1. Each session includes: Overview of Learning, Bridge to Practice Review, and Application and Coaching for All. LETRS (K-5) Volume 2 PLC Support document currently includes structured guidance to lead PLCs around Unit 5, as Units 6-8 become available this document will be updated. |
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LETRS® Early Childhood Conversations and Classroom Connections (PLC) |
LETRS® for Little Learners: Conversations and Classroom Connections is a guide for leaders in Early Childhood who are supporting implementation of LETRS professional development. Sessions include: reflective conversations based on knowledge gained through LETRS coursework, application of LETRS coursework to classroom practice, and leveraging documentation and data to inform classroom instruction. |
| NC District Support Planning Document | This District Support Planning Document includes North Carolina district implementation responsibilities, LETRS supporting information, and a scheduling template to support district implementation. |
| District & NC PreK Support Planning Document for Early Childhood | This District & NC Support Planning Document for Early Childhood includes North Carolina district implementation responsibilities, LETRS supporting information, and a scheduling template to support district implementation. |
| Early Literacy in Pre-K Sway | This resource provides Pre-K teachers support with the implementation of evidence-based language and literacy strategies in print knowledge, phonological awareness, vocabulary, and oral language. |
| These infographics provide an overview of the Science of Reading. Volume 1 includes the following sections: an overview, benefits, pedagogy, and moving forward. Volume 2 shines a spotlight on the two theoretical reading models, The Simple View of Reading and Scarborough’s Rope. | |
| FAQs (Read to Achieve, PRC Funds, LETRS, Amplify, NC ELI) | The FAQ documents provide answers to the most frequently asked questions. There are linked FAQ documents for: Read to Achieve Legislation, LETRS Training, PRC Funds, Multi vs. Single Vendor Environment, Read to Achieve and Charter Schools, Read to Achieve Diagnostic (Amplify), NC Early Learning Inventory, and Teaching Strategies GOLD for Preschool. |
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Literacy at Home: Digital Children’s Reading Initiative |
The Literacy at Home webpages are home to easily accessible resources in the foundational areas of reading supported by the science of reading. Developed for each grade level, pre-kindergarten through fifth grade, resources are available to support phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language. Literacy at Home is required to be posted prominently on each district website by July 2022. |
| SoR Hot Summer Topics Padlet | The Hot Summer Topics Padlet includes information around hot topics such as: the science of reading, explicit instruction, evidence-based practices, literacy improvement teams, and the three cueing system. |
| Five Questions to Ask Your Child's Teacher about Literacy | This resource for families and teachers provides five important questions to ask about literacy in the classroom and highlights the answers to these questions. |
| From Amplify: Making the Shift Ebook | This resource from Amplify shares information about utilizing Science of Reading evidence-based practices. |
Science of Reading Resources
Tab/Accordion Items
| Research | Description |
|---|---|
| Curriculum Evaluation Guides |
Use the Curriculum Evaluation Guidelines to evaluate how well a curriculum aligns with the findings from the science of reading. |
| The Science of Reading | This is a RISE Arkansas document with detailed descriptors of phonological awareness, phonics, vocabulary and fluency. |
| How our Brains Learn to Read | This is a EAB Infographic showing the 4 parts of the brain used when reading. |
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Castles, Rastle and Nation (2018) use psychological science to give a comprehensive review of the science of reading with the goal of closing the gap between research knowledge around the science of reading and public understanding. |
| How The Science of Reading Can Improve Literacy | A summary of a report led by scientists,Anne Castles, Kathleen Rastle, and Kate Nation that gives the evidence base for the science of reading and reviews why the reading wars can indeed be over. |
| Leveled Reading Groups Don't Work Why Aren't We Talking About It | Karen Vaites discusses why leveled reading groups and balanced literacy are ineffective and what you should do instead. |
| Module | Description |
|---|---|
| Modules on Reading | The Colorado Department of Education has made modules available that guide learners through Dr. David Kilpatrick's book Assessing, Preventing, and Overcoming Reading Difficulties. Dr. David Kilpatrick is the presenter of this series of webinars. |
| Ohio Literacy Academy | The Ohio Department of Education held the second annual Literacy Academy on March 18 -19, 2019 for districts, schools, and early childhood providers working toward raising literacy achievement. The Literacy Academy provides professional learning to support the use of evidence-based language and literacy practices. |
| Webinars/Videos | Description |
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| 2/23/22 Living LETRS: Teaching and Coaching Perspectives | The Office of Early Learning, coaches, and teachers from three North Carolina districts joined for a panel discussion about experiences with LETRS. Hear from practitioners who are in the midst of LETRS training as well as practitioners coaching teachers to find out what has worked, what has been a challenge, and a few tips to light your path as you embark on your LETRS journey. Link to Handout |
| January 2022 Appropriate use of Decodable and Leveled Texts Webinar | 3 Part Webinar Series - Science of Reading Webinar Series on Appropriate Use of Decodable and Leveled Texts for Beginning Readers: Part 1 Video and Handouts; Part 2 Handouts (Video unavailable); Part 3 Video, Notes, and Slides. |
| 12/14/21 Curriculum Alignment to SoR | This is a recorded webinar from December 14, 2021. OEL Literacy Consultants share information for districts to align core reading programs to the Science of Reading. Link to Note Catcher (Slide deck is linked on Note Catcher.) |
| 12/13/21 PLC for LETRS | This is a recorded webinar from December 13, 2021. OEL Literacy Consultants offer considerations for PLC LETRS support. Link to Note Catcher (This includes all links shared during presentation.) |
| 8/27/21 NC DPI LETRS Kickoff Webinar | This is a recorded session from August. NC DPI and Voyager Sopris Learning join together for a kickoff webinar about LETRS training. |
| July 2021 DPI OEL Regional Learn, Ask, Share Session | This is a recorded webinar from the NC DPI Office of Early Learning. This webinar discussed the changes and deployment timeline for the updated Read to Achieve legislation.Topics include Science of Reading, Ed Prep Program updates, Literacy Standards/Plan, Intervention Requirements, assessment alignment, data reporting requirements, funding changes and reading camps! Link to slide deck |
| 8/12/20 High Quality Instructional Materials: A Strategic Approach to Improving Reading Achievement! | The Early Literacy Team conducted a webinar with speakers Dr. Jared Myracle, Dr. Kymyona Burk, and Mr. Brian Kingsley. This webinar will define high-quality instructional materials, discuss how they benefit teachers and students, and outline processes for selection and implementation. Password: rU4Qkaw9 |
| Early Literacy Space of Support (S.O.S). Webinar (recording) |
This webinar provides an overview of the Early Literacy Space of Support (S.O.S.) as well as a tour of the first two sections: Phonological Awareness and Phoneme-Grapheme Correspondence. In a sea of virtual resources, our hope is that this will be an SOS (Space Of Support) for you. The Early Literacy team has put together a support space for school leaders and teachers that will save time and direct you to virtual resources that are created with evidence-based classroom practices in mind. Access slides here: Virtual Learning SOS |
| Science of Reading YouTube Playlist | This playlist of short videos has been created by North Carolina Department of Public Instruction. |
| Institute of Education Science Practice Guide | Description |
|---|---|
| Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade | IES Practice Guides that give recommendations on how to teach foundational skills in K-3 grade. |
Improving Reading Comprehension in Kindergarten Through 3rd Grade |
IES Practice Guides that recommends 5 specific steps to improve reading comprehension in young readers. |
Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades |
IES Practice Guides that offer 5 recommendations to identify struggling readers and implement evidence-based strategies to improve reading achievement for struggling readers. |
| A Third-Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills | This third grade teachers guide provides third grade teachers with information on how to support families as they practice foundational reading skills at home. It serves as a companion to the practice guide, "Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade". |
| Improving Adolescent Literacy: Effective Classroom and Intervention Practices | This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. |
| Providing Reading Intervention for Students in Grades 4-9 | This practice guide provides four evidence-based recommendations that teachers can use to deliver reading interventions to meet the needs of their students. |