Science of Reading “Science of Reading” 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. Science of Reading Overview Science of Reading YouTube Playlist District Cohort Assignments for LETRS Training FAQs (Read to Achieve, LETRS, Amplify, NC ELI) Science of Reading Resources Research Articles & Podcasts Modules, Videos & Webinars IES Practice Guides Research Research Description 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. What Research Tell us about Reading Rebecca Treiman, using the research of Castles, Rastle and Nation (2018) writes about what psychological science tells us about how children learn to read. Ending the Reading Wars 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. Systematic and Explicit Phonics Instruction Researchers Jennifer Buckingham, Robyn Wheldall and Kevin Wheldall explain how beginning readers are taught the alphabetic principle using systematic and explicit phonics instruction in the first few years of school. Scientific Evidence for Effective Teaching of Reading This is a research report snapshot by Dr. Kerry Hempenstall that discusses how evidence-based reading instruction is the solution for the reading crisis. Three-Cueing System: Help or Hindrance Karen Hempenstall discusses whether the 3 cueing system is an effective approach to creating skilled readers. Articles & Podcasts Article Description We have a National Reading Crisis In a report for Education week, Jared Myracle, Brian Kingsley, and Robin McClellan explore literacy leadership, leadership knowledge around the science of reading and the importance of the use of research-aligned curricula. Scaling Literacy Success Through Reading Science Brian Kingsley, academic officer in Charlotte-Mecklenburg Schools, discusses implementing district wide reading reform using the science of reading as the guide for the reform. 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. The Reading League: Prioritizing Educator Knowledge through Grassroots Activism Maria Murray, CEO & President of The Reading League, writes about the prioritization of educator knowledge and the development of the Reading League as a national organization. Reading League-The Science of Reading This is the national site for The Reading League - an organization which seeks to align practice with the science of reading. Things Tie Together When You Have a Really Good Theory Spelfabet article that gives the research on the connection between phonological development and reading development. This article includes a link to Dr. David Kilpatrick's presentation at the Reading in the Rockies Conference in 2017. 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. Limiting Children to Books They Can Already Read: Why it Reduces Their Opportunity to Learn In this article, Dr. Timothy Shanahan examines the research on leveled reading approaches and offers more effective ways that classroom teachers can ensure their students acquire the skills and knowledge they need to not only read a text but also comprehend it. Right to Read Reading Rockets - Margaret Goldberg, co-founder of the Right to Read Project, writes about the pendulum often experienced in education and how explicit and direct instruction is more than just a current shift in educational practice, it is a way to stop the pendulum from shifting again. Podcast Description Why Millions of Kids Can't Read APM podcast - Emily Hanford explores literacy instruction in Bethlehem, PA and speaks with Chief Academic Officer, Jack Silva, along with educators in the district to find out how they support literacy in their district. At a Loss for Words APM podcast - Emily Hanford explores the instructional practices that are occurring in classrooms that are ineffective when it comes to teaching children to read. Discussion Guide: At a Loss for Words A facilitator's guide for use when discussing the podcast, At a Loss for Words, with educators, leaders, families and the community. Hard Words APM podcast - Emily Hanford explores the science of reading and why the science is not often used in our schools to inform reading instruction. Episode 1 Reading Wars with Anne Castles and Kate Nation This inaugural episode of SeeHearSpeak podcast tackles the 'Reading Wars' with accomplished scholars Anne Castles and Kate Nation, authors of a recent comprehensive mega-paper on this critically important discussion of reading instruction. Modules, Videos & Webinars Module Description 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 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. Motivation May Not Predict Achievement, BUT Achievement Can Predict Motivation, by Dr. Anita Archer PaTTAN Literacy Symposium Closing Keynote featuring Dr. Anita Archer Video Description Discovering Reading Science In this video, Emily Hanford discusses what she has learned from three years of reporting on reading instruction in American schools. She explains some of the key takeaways from the cognitive science research and talks about what she has learned from teachers about their journey into understanding the implications of this research for their practice. Speech to Print: Reading’s Most Important Idea, by Dr. Louisa Moats Language-focused instruction involves more than building students’ listening and speaking skills. It requires explicit teaching of print as a system for representing speech, and explicit teaching of the language forms used in challenging texts. Dr. Louisa Moats compares instructional approaches that do – and do not – respect reading’s most important idea. Webinar Description 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 K-3 Literacy Virtual Learning S.O.S. Webinar (recording) This webinar provides an overview of the Virtual Learning 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 K-3 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 IES Practice Guides 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".