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.
| Resources from DPI | Description |
|---|---|
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. | |
| 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. |
| 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. The FAQ Table of contents includes all linked FAQ documents from the Office of Early Learning. |
| 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. |
Science of Reading Resources
| 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. |
| Institute of Education Science Practice Guide | Description |
|---|---|
| Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade | IES Practice Guide that gives recommendations on how to teach foundational skills in K-3 grade. |
| Improving Reading Comprehension in Kindergarten Through 3rd Grade | IES Practice Guide 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 Guide that offers 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 Teacher's Guide provides information for third grade teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) 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. |