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The SoR was developed by experts in many fields including educators and doctors. It studies the development of readers and the skills needed for students to learn to read. It provides teachers with an understanding of how to teach reading.

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I'm excited to learn more about the linguistic piece of reading instruction and how it relates to a student's developmental growth.

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SOR research provides evidence of why current teaching practices need to shift from balanced literacy to structured literacy.  It will be important to keep all the pieces of the reading rope in mind when planning instruction. This will help develop skilled reading.

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I look forward to learning more about what whole group and small group instruction looks like/sounds like in structured literacy. I'm also curious about assessments that will help drive my instruction. Currently Heggerty is used to inform phonological awareness needs of students.

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What I know about the Science of Reading

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What I know about the Science of Reading

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While it is often presented as something new, the science of reading is not really something new. For example, Scarborough's reading rope is over 20 years old. The science of reading is a combination of disciplines combining to better understand how the brain works with regards to language and reading acquisition. Multiple parts of the brain work together to read and the brains of typical readers and nontypical readers are different.

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I would like to know how shifting to the science of reading practices will impact the identification of students with disabilities.

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I know that it looks at many different pieces to understand what makes a good reader.

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I want to learn what the best practices are in the Science of Reading and what the instruction looks like in small and whole group settings.

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I know that the SOR is research that has been around for years that describes how students learn to read.  It describes how and when to teach various word recognition skills like the alphabetic principle, decoding, phonemic awareness, and sight word recognition as well as language comprehension skills like vocabulary, background knowledge, and syntax to create fluent readers.  It examines where different reading processes happen in the brain, and how they all work together to create a fluent reader.

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I want to learn more about the scope and sequence of skills. What best practices look like in small group and whole group instruction. I also want to know how to help students who aren't meeting grade level benchmarks.

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The SOR has taken years to build a solid foundation for truly understanding what it takes to make a good reader. Pieces such has letter recognition, decoding, and comprehension are some of the foundations that help a student learn to read.

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I am excited to learn more about the basics of phonics and how a student with disabilities can achieve the level they are aiming to reach. I am also looking forward to learning more about small group instruction and decoding.

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The Science of Reading is based on 4 fields of research: education, psychology, linguistics and neuroscience.  The SoR is best summed up for me using 4 graphics: Tolman's Hourglass, The Simple View of Reading, The Four Part Processing Model for Word Recognition, and Scarborough's Reading Rope. One of the key elements of instruction is phonics.  Teachers use a systematic, explicit and cumulative  instructional approach when working with students.  Students are instructed using Phonological Awareness, the letter symbol relationships of 44 phonemes of English language, 6 syllable types, heart words, and decodable text in order to become skilled readers.

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I want to know more about what assessments SoR recommends for each grade level and how our school can transition from DRA and istation to more meaningful data collection. I know PALS is working to move to SoR, but the subtests are not reflecting the shift until Fall 2024. I fear many students will continue to be identified because the "words in isolation", and "passage" subtests do not reflect students who have been using LETRS lesson plans and decodables this year.

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The Science of Reading provides shifts from balanced literacy and shifting from the MSV to V/MS approach to reading.

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I am currently looking for a solid routine that extends across the week.

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The SoR involves viewing reading instruction through multiple lenses and perspectives. A full understanding of reading requires expert-level knowledge in a variety of fields (pedagogy, psychology, phonology, and neurology). When teachers understand the role these fields have to play in reading instruction, they are better equipped to deliver appropriate and differentiated reading instruction.

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My big questions all surround the idea of implementation. I am excited to learn about the theory behind the SoR, but am more interested to see how to implement this higher-level understanding into the classroom.

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I would like to know what kind of specific practices in the science of reading can be used to assist students with disabilities.

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I know that it is multiple domains pulled together to teach reading so that it is the best possible time, place and conception for the learner.

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How can we apply this to struggling 4th grade students?

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I know that the science of reading consists of the crucial parts of reading development such as phonological awareness, phonics, and decoding.   

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I know that the science of reading consists of the crucial parts of reading development such as phonological awareness, phonics, and decoding.   

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I want to learn instructional strategies that help foster skills for students within each domain. I also want to see what the progression of the lessons should look like. 

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I want to learn instructional strategies that help foster skills for students within each domain. I also want to see what the progression of the lessons should look like. 

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I know that it has 4 research domains that work together. The domains are education, linguistics, neuroscience, and psychology. There are many components within the research domains such as fluency, vocabulary, linguistics, memory and attention, and patterns of activation.

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I would like to know how I can put this into action to help my struggling students. Is this going to be something that is easily implemented.

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I want to learn about best practices for beginning readers in small and whole group instruction. I also want to know how the Heggerty program integrates into these areas.

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I know that SoR contains crucial parts of reading development such as decoding, phonics and phonemic awareness. It looks at all the elements needed to build good readers.

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The Science of Reading provides us with the information to gain a deeper understanding of how we learn to read, what skills are involved, how they work together, and which parts of the brain are responsible for reading development. From this research, we can identify an evidence-based best practice approach for teaching foundational literacy skills called Structured Literacy in order to help a majority of our readers blossom.

A child also learns more by using sounds to create words vs. memorization of words. The child is able to read more by knowing and blending sounds then to know a word by sight.

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I would like to learn more about Orthographic Mapping. I would also like more knowledge in what to do for students who continue to have difficulty

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The Science of Reading is the process of understanding there are 4 domains of research in reading instruction and when they are all used together teachers understand what to teach, when to teach it, and how it should be taught so that we can best instruct all students so that they can become strong readers who comprehend what they are reading.

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I would like to learn best practices to help my struggling students.

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I know that the SOR has a strong foundation in phonological awareness, phonemic awareness and decoding. 

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I know that the SOR has a strong foundation in phonological awareness, phonemic awareness and decoding. 

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I am looking forward to learning  how to incorporate SOR into my whole group and small group instruction to better help my students at all levels.

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I am looking forward to learning  how to incorporate SOR into my whole group and small group instruction to better help my students at all levels.

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I want to know how to implement the science of reading into small group instruction. What will the lesson plans look like to ensure each domain is addressed. How does this instruction work with DRA and guided reading levels?

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I want to know how to implement the science of reading into small group instruction. What will the lesson plans look like to ensure each domain is addressed. How does this instruction work with DRA and guided reading levels?

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The SOR is a powerful instructional approach heavily researched to include eduction, psychology, linguistics, and neuroscience. It uses the reading rope and the progression of the developmental appropriate strands of phonemic awareness and phonics to develop well rounded readers. 

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The SOR is a powerful instructional approach heavily researched to include eduction, psychology, linguistics, and neuroscience. It uses the reading rope and the progression of the developmental appropriate strands of phonemic awareness and phonics to develop well rounded readers. 

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I know the four domains of research that have informed the science of reading.  I know it focuses on building a solid foundation of skills, especially phonics, phonemic awareness, and phonological awareness.

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I want to know about the changes that I should make to my reading instruction in order to implement SofR principles. How does this get carried through in upper grades?

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What I know about the Science of Reading is...

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What I know about the Science of Reading is...

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The Science of Reading takes our previous understanding of reading development/instruction and adds three more components. It switches our thinking to include HOW the brain learns and processes, WHAT we need to teach in regards to language structure, and nueroscience in regards to how the brain learns to read.

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What I want to know about the Science of Reading

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What I want to know about the Science of Reading

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I would like to know how to get started implementing the Science of Reading in my small and whole groups. I want to know as much as possible so that I can do as much as possible to help my struggling readers!

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I know that The Science of reading using four domains
education, linguistics, neuroscience and psychology to
drive reading instruction. Phonemic Awareness is a huge component of SR.

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How can the SR help me build a strong foundation for young readers? What does it look like on the classroom?

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It is researched based on 4 domains: education, psychology, linguistics and neuroscience.

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It is researched based on 4 domains: education, psychology, linguistics and neuroscience.

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This looks very exciting and I look forward to learning how I can implement this with struggling readers.

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This looks very exciting and I look forward to learning how I can implement this with struggling readers.

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I know SoR is a way in which we look at reading through the 4 domains to build better readers. It relies on the decoding, phonological awareness, and phonics before even touching the comprehension piece of reading.

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I am curious about the types of assessments that will help us better understand where our students are in the SoR.
I am curious when teachers know when to switch from the decoding/phonic portion of reading to the comprehension side of reading.
I am curious what resources will help us as teachers better teach our students how to read.

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I know that SoR builds a strong foundation for students to decode and read by focusing on phonological awareness and phonics.

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I know that the Science of Reading is the direction we are heading. With an increased emphasis on phonological awareness in the early years, students build reading skill based on letters and sounds creating a solid foundation before applying those independently in higher linguistic domains. These decoding skills are intertwined with language comprehension skills which are initially only supposed to be taught in whole class lessons.   

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I know that the Science of Reading is the direction we are heading. With an increased emphasis on phonological awareness in the early years, students build reading skill based on letters and sounds creating a solid foundation before applying those independently in higher linguistic domains. These decoding skills are intertwined with language comprehension skills which are initially only supposed to be taught in whole class lessons.   

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I am wondering about how the language comprehension side would best be taught and developed. I would also love to hear recommendations for supporting English learners be successful with this instruction.