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The system of phoneme-grapheme correspondences that are the basic structure of an alphabetic orthography.

A strategy necessary for decoding new words and for storing those words in orthographic memory.

An essential component of effective reading instruction-one of the five big ideas or pillars that should be addressed by effective reading programs.

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Letters that are combined and pronounced as a single sound.

dge

tch

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the study of how words are created in a language. Morphemes are the smallest, meaningful parts in a language.

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Science of reading is research that incorporates insights from disciplines including developmental psychology, educational psychology, cognitive science, and cognitive neuroscience (Really Great Reading).

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"Demonstrates methods that best help children learn to read, from the earliest steps in spoken language to being able to successfully decode unfamiliar words" (Really Great Reading).

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Five Key Elements of Scientific Instruction

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Five Key Elements of Scientific Instruction

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Comprehension

Fluency

Vocabulary

Phonics

Phonemic Awareness

Source: Really Great Reading

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Alphabetic Principle in Science of Reading

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Alphabetic Principle in Science of Reading

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"The alphabetic principle is the idea that words are made of sounds, and that our letters represent those sounds.
The alphabetic principle is a key concept for developing reading skills. We believe in moving from speech to sound, from phonemes to graphemes." (Really Great Reading)

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Source for Science of Reading Information AKA: (Really Great Reading)

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Source for Science of Reading Information AKA: (Really Great Reading)

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Very helpful overview of The Science of Reading

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What Is the Science of Reading? | Really Great Reading

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[row][oneThird]Attend a complimentary Science of Reading Virtual Workshop: Register Now[/oneThird] [twoThird]What Is the Science of Reading?The science of reading is a body of research that incorporates insights and research from disciplines that include developmental psychology, educational psychol…

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Understanding what the science of reading is and what it consists of is extremely important when diving deeper into each individual subgroup of the research. The science of reading is a broad definition of the research and principles found that make it up. The source I have linked into this portion of the Padlet is very beneficial to understanding the concepts of the Science of Reading. Gathering this baseline knowledge will help my understanding as we dive into more specific areas in the science of reading.

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the smallest segment of spoken language

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phon=sound

eme= unit of language structure

44 phonemes with 26 letters

Decoding- reading

encoding-writing

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being able to count how many sounds are in a word.

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Segmenting- taking the whole word and breaking it down into sounds

Isolating- What the first/last/medial sound in a word

Categorize- which word has a different first/last/medial sound

Blending-given a series of sounds and putting them together to make a whole word

Deleting-taking out a phoneme from a word

Substituting- putting in a different phoneme in place of another

Reversing phonemes- flip flop the first and last sound

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National Center on Intensive Intervention

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Video Example: A teacher demonstrates teaching phonemic awareness

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Elkonin boxes can be used to teach phonemic awareness by having students listen for individual sounds and marking where they hear them in the boxes. Each box in an Elkonin box card represents one phoneme, or sound. So the word sheep, which is spelled with five letters, has only 3 phonemes: /sh/ /ee/ /p/. Segementing words is one of the more difficult skills children acquire. It is also one of the best predictors of future success in reading. Elkonin boxes are a physical segmentation of words into phonemes.

Though not originially intended for teaching spelling, Elkonin boxes can be used to practice spelling from a synthetic phonics point of view. The Elkonin boxes available here are modified somewhat to give children more room to write when they encounter a digraph such as /ee/ or /sh/. Moats (PDF File) recommends this technique for spelling:

밄ecause it helps fix phoneme-grapheme correspondences in children뭩 minds, this technique supports children뭩 spelling, reading and writing development?(Moats, American Educator, Winter 2005-2006).

There are many activities that teachers can do with these boxes, but the main activity I use them for is to 'stretch' out words, identify similar or different sounds and then guess at spellings.

An elkonin box for the word sheep, which

consists of three phonemes (sounds). Our

boxes are modified to a little more room for

fitting digraphs such as 'ee' and 'sh'.

We segment the words and then try to figure out possible spellings and then I help them choose the correct spelling, which they write into the boxes (i.e. sheep as opposed to sheap).

The Elkonin boxes here are graphic files. There are two ways teachers can use them. Teachers can print them off individually and laminate them and use them like a deck of cards, or teachers can select cards to paste into a template and make a worksheet. Here are some sample sheets I've made with the Elkonin box cards:

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Elkonin boxes can be used to teach phonemic awareness by having students listen for individual sounds and marking where they hear them in the boxes. Each box in an Elkonin box card represents one phoneme, or sound. So the word sheep, which is spelled with five letters, has only 3 phonemes: /sh/ /ee/ /p/.

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Video Examples of Utilizing Elkonin Boxes

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Video Examples of Utilizing Elkonin Boxes

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes are used to build phonological awareness skills by having children segment spoken words into their individual sounds (phonemes). To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme.

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Phonemic Awareness is an essential part of a child's learning curriculum. It is how they begin breaking up and putting words together using phonemes or sounds. They also begin learning other phonemic awareness skills like categorizing, deleting, and reversing. During this unit I have learned so much about why phonemic awareness is so important and how it is a foundational skill in our curriculum. During the activities we tried out in class, I was able to practice what I might be using in my future classroom and I really enjoyed getting to see from both a teachers and students perspective when it came to phonemic awareness.

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an overall awareness of the sounds in spoken language.

ability to think about and recognize larger chunks in words

ability to recognize and manipulate the spoken parts of words.

includes phonemic awareness

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Counting words in sentences

Rhyming

Syllables

Alliteration : words that begin with the same sound.

Initial (first) Sounds : Isolating first sounds

Onset-Rime

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Recognition: recognizing that words rhyme with one another.

Odd word out: Picking out a word in a sequence that doesn't rhyme with the others.

Production: Able to give a word that rhymes with another.

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Counting

Blending

Segmenting

Adding

Deletion

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Onset: letter(s) before the vowel

Rime: the vowel and everything that follows

Blending

Segmenting

Adding

Deletion

Substitution

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explicit- there is no room for students to guess their way through it. It is very intentional and you are leading and coaching students through the skill.

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Phonological awareness is a skill that allows kids to recognize and work with the sounds of spoken language. It’s key to learning to read. Find out more.

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David Kilpatrick "How We Remember Words, and Why Some Children Don't"

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Phonological Awareness is so important because if children are not able to recognize these phonological skills such as counting words, rhyming, and syllables. They will lack foundational skills that are necessary for them to advance in their reading skills and knowledge, which will set them back significantly. It is nice to be able to associate a name with these skills because prior to this weeks discussions in class, I knew about rhyming and syllables, but I wasn't aware that they fit under the same umbrella called Phonological Awareness.

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Two or three consonants present in the same syllable of a word and not separated by vowels.

Most commonly found at the beginning or end of a word.

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The ability to translate a word from print to speech using sound-symbol (phoeme-grapheme) correspondences.

Can be in or out of context

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a writing system for representing language.

English orthography has many patterns and constraints that help to speed the decoding process up.

The letter x is never doubled

English words do not end in the letter v

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a basic speech sound in which the breath is at least partly obstructed and which can be combined with a vowel to form a syllable. (Oxford Dictionary)

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One grapheme comprised of two letters that together represent one phoneme.

Grapheme ch = phoneme /ch/

Grapheme sh = phoneme /sh/

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Rapid recognition of all relevant layers of word structure in a mental process.

To accurately and automatically read the word unkind, the brain will need to recognize:

Syllables : un-kind (2)

Morphemes: un-kind (2)

Graphemes: u-n-k-i-n-d (6)

Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ (6)

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1. letter names taught

2. sound letters stand for taught & reviewed (some rules or generalizations might be discussed)

3. Principle of blending sounds to form words taught

4. Opportunities to blend unknown words in context are provided (decodable texts)

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Young readers benefit from learning through play, and teachers can introduce familiar games to help support students' literacy growth.

Anastassiya Bezhekeneva / iStock

"You can catch more flies with honey than with vinegar." This maxim applies 100-fold to getting beginning readers in kindergarten through second grade to practice new phonics patterns. Vinegar: asking students to read aloud a list of 10 words with the short- a sound. Honey: asking students to play bingo with cards that all have words with the short- a sound.

Along the way, game playing also offers opportunities to teach critical educational lessons-learning rules, following them and asking questions for clarification-and the social skills of turn taking, waiting, and being a good winner as well as a good loser. These can't be practiced too often.

Use a Variety of Fun Games With Small Groups

At a time when phonics is being welcomed back into many classrooms as a proven strategy for developing young students' literacy skills, game playing is a useful tool. Keep in mind, though, that games enhance teaching; they don't replace it. They provide the rote practice that most students need to solidify their recognition of phonics patterns and that some need to an even greater degree.

As a result, most of these games work best in small groups, so that there is plenty of playtime and expert oversight. There could even be several different games going at once in a reading group, to keep the numbers even smaller and the focus even tighter.

Although there are many commercial sources of games, and even free ones to download, often simple-to-make familiar games-card games, format games, and board games-work best. These require little explanation and can be aligned directly to the day's lesson. All you need are index cards and a few formats, including a game board.

For game cards, cut 3½-by-5-inch index cards in half. On one side, write short-vowel words, blends, silent- e words, r-controlled words, or whatever phonics element your students need to practice. Save these decks and make more challenging ones as the students progress. You can create your own templates or the use samples I've created for the format and board games described below.

Incorporate Familiar Card Games

These are best for up to five players, depending on age. The player with the most cards at the end wins. Play time will vary with the size and skill of the group and the number of cards you use.

Go Fish: Make 13 four-card sets or 26 two-card sets. You might not use them all for the youngest students or the smallest groups. Players can "fish" for four words with common phonics elements (e.g., the same short vowel, vowel digraph, silent- e, or r-controlled vowel patterns). They could also fish for contrasting pairs (e.g., matching closed and silent- e syllables, as in "I have cap. Do you have cape?").

Memory: Make 24 pairs of matching words or words with matching pictures. Shuffle as many pairs as you think your students can manage comfortably, and lay them out as a grid. One by one, each player turns two cards faceup. If they match, the player keeps them. If not, they return to their spots facedown. In either case, it's the next player's turn.

Uh-Oh! (with special cards from Uno): Make a deck of 50 cards with words on them; all of which follow the same phonics pattern. Add in 15 special action cards and label them "Uh-Oh!" Five should say "Reverse" (the direction of play reverses), five of them should say "Skip" (play passes to the next player), and five should say "Draw 2" (the player draws two cards; then play passes). Each player, in turn, picks and reads cards until an action card appears.

Offer Format Games

These are usually quick games. Tic-Tac-Toe can take as little as one minute; Bingo can take less than five, though often need to learn how to search for words efficiently. Rockets and Submarines can take five minutes with two players, but play time increases with more.

Tic-Tac-Toe: A game for two players. The goal is to be the first to make a line of three (horizontal, vertical, or diagonal). Write target words in each square of the grid. Taking turns, students read and mark with their initials the words on the squares they choose. If you add lines for writing in the squares, this can also be a whole-class dictation exercise, sweetened by playing the game afterward in pairs.

Fill the boxes on as many boards as there are players with words that have your targeted phonics pattern. The words should be in different places on each board. A rotating caller picks from a stack of cards with those words written on them. Students cross out the words that are called, with the goal of being first to fill a column, row, or diagonal. When the phonics pattern is short vowels, silent- e patterns, vowel- r patterns, or a set of five-vowel digraphs, you can sort them into labeled columns. This reinforces pattern recognition and reduces searching time.

Rockets and Submarines (aka Chutes and Ladders): Students will need tokens and one die to progress from "Go" to "Stop." Fill the spaces with practice words to read aloud when a token lands there. Players shoot up with the rockets and dive down with the subs when they land on the tail squares of each. The first to reach "Stop" (or the one in the lead when time is up) wins.

Create Your Own Board Games

Board games are my personal favorite because they can be tailored by theme as well as phonics concept, and students can participate in the design. The goal is to get from start to end first. Students roll a die to move along the board and then read the word on the space where they land.

I encourage them to add special features as well as bridges back and forth. I added this one: "Read the next three words and move ahead one." A student added: "Do three jumping jacks and move ahead two." Combine game board templates in different ways to create unique-looking games. Mount them on stiff paper or in a file folder. Because the timing of board games is often unpredictable, you can announce in advance when you need to stop and declare the winner then, or mark everyone's place for when you take up the game again later.

Board games can even include aspects of comprehension if they are based on a book or social studies topic. Did you just read about the sled dog Balto, who helped carry the diphtheria vaccine across Alaska in 1925? Instead of "start" and "end," use Anchorage and Nome. Encourage students to add drawings or names of important incidents in the story for traps and shortcuts and to make their own tokens based on the characters.

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Using Games to Help Improve Students' Phonics Skills

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Young readers benefit from learning through play, and teachers can introduce familiar games to help support students' literacy growth. Anastassiya Bezhekeneva / iStock "You can catch more flies with honey than with vinegar." This maxim applies 100-fold to getting beginning readers in kindergarten through second grade to practice new phonics patterns.

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Understanding phonics for single-letter consonants is one of the building blocks for reading comprehension. It is very important for us as teachers to help guide student understanding and learning of parts of phonics (phonemes, graphemes, consonant digraphs, orthography, decoding...) Learning about orthography patterns in the english language can also be very helpful for language comprehension and understanding. After students have an understanding of how individual letters sound, they can begin to blend letters together to form words.

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/Br/ in Bright or Bring or Brain

/Cr/ in Crumble or Crust or Cream

/St/ in Stop or Stand or Stash

/Spr/ in Spring or Sprain or Sprint

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Awareness of complex consonants is essential for decoding and comprehension. Students must know when a group of letters work together to make one sound like /dge/ or if they are just consonant blends in which each letter makes a sound like /spr/. Utilizing the websites, images, and activities I have found and we discussed in class will be extremely helpful when teaching students about complex consonants.

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a, e, i, o, u, and sometimes w and y.

Vowel Diphthongs: oi, oy, ou, ow

A diphthong is a single-vowel phoneme, represented by two letters, resembling a glide from one sound to another.

A vowel digraph is a two-letter grapheme that represents one vowel phoneme.

oo

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Y represents no vowel sound of its own. When y is a vowel, its pronunciation is shown by the key symbols we associate with the i or the e.

As a vowel, the W represents no distinct phoneme of its own. W is always used in combination with another vowel, as in few, cow, and grow.

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Breve- indicated the pronunciation of a short vowel sound.

Macron- indicates the pronunciation of a long vowel sound.

Schwa-indicate the soft vowel sound found in unaccented syllables. (soft "uh" sound)

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The most common vowel-consonant pattern is that of VC, in which the V represents its short sound.

The VC pattern gives clues to the pronunciation of unknown words. We would expect the vowel to represent the short vowel sound.

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The accented syllable in a multisyllable word receives greater stress than other syllables.

You will notice that the vowel in the unaccented syllable represents more of an "uh" sound.

A single vowel in a closed accented syllable usually represents the short sound of the vowel.

An open syllable ends with a vowel phoneme.

We tend to shorten the vowel sounds in unaccented syllables.

A single vowel in an open accented syllable usually represents its long sound. (CV)

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When a word (or a syllable) has two vowels, one of which is a final e, and the two vowels are separated by two consonants, the first vowel often represents it's short sound and the final e is silent.

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When a one-syllable word has two vowels, one of which is the final e, the e is silent and the first vowel usually represents its long sound.

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If the only vowel letter in a word or syllable is followed by r, the vowel will be effected by that r.

If the only vowel in a word or syllable is followed by l or w, the vowel will be affected by that l or w.

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When two vowels appear together in a word or accented syllable, the first may represent the long sound and the second is usually silent.

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https://www.myteachingstation.com/long-vowels-sound-picture-reference

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Understanding the pronunciation of words and decoding of words is much easier when you are taught and understand the generalizations of vowels and vowel patterns. Directional markings will increase my pronunciation knowledge and ability. Giving our students access to this knowledge and these rules/generalizations will help them so much in their path to reading comprehension and decoding of words. Being able to recognize when vowels are short or long based on the letters they are surrounded by will make decoding faster which will in turn increase comprehension.

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Smallest unit of sounds: Phonemes

Larger units of sounds: Syllables

There are 6/7 syllable types in our language. This code/generalization can be largely applied to English text to aid in decoding with a higher degree of automaticity.

This is part of structured literacy instruction.

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The method Orton and Gillingham devised was phonics-based, systematic, explicit, and highly structured, with multisensory elements to help learners retain the concepts that eluded them. This is the same method we call Structured Literacy today.

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

The first time I met my adult student Mary, she was skeptical but desperate. She was a treasured bus driver for the local school district and had recently received word that the route she had driven for 20 years was about to change. She would have to navigate a new route filled with unfamiliar street signs. Mary had come to the literacy council where I worked to confront the secret she had kept for decades from coworkers, friends, and family: She couldn't read.

At first, she doubted I could help, and I have to admit, so did I. I had to imagine other, more qualified teachers had tried and failed before.

Although this was my first formal teaching position, I wasn't totally lacking in experience. The prior summer I had prepared for teaching at the literacy council by taking a workshop in the Wilson Reading System, a literacy program based on the Orton-Gillingham method. I practiced the method with students at the Children's Dyslexia Center in New Jersey and found that the approach, when followed with fidelity, effectively taught reading to children in even the most difficult cases. Nothing had seemed to work for Mary before, but maybe no one had given this method a try.

To our amazement, in a few short sessions the concepts that had eluded Mary for decades began to stick, until she was reading and spelling on her own for the first time in her life.

More than once we ended sessions with tears welling, touched by her newfound access to print. But equally palpable was the realization that she could have learned to read all along but hadn't been exposed to the right approach.

What Is Structured Literacy?

Structured Literacy is a term coined in 2016 by the International Dyslexia Association to unify the many names for this research-based approach. Also known as Orton-Gillingham, phonics-based reading instruction, systematic reading instruction, and synthetic phonics (among others), this method has been around for nearly a century.

In the late 1920s, physician Samuel T. Orton partnered with Teacher's College educator Anna Gillingham to create a method of reading instruction that would better support the needs of his patients with reading difficulties. He believed that these difficulties were brain-based and not supported by the popular rote memorization method used to teach reading at the time.

The method Orton and Gillingham devised was phonics-based, systematic, explicit, and highly structured, with multisensory elements to help learners retain the concepts that eluded them. This is the same method we call Structured Literacy today.

Because Structured Literacy was originally devised to support students who struggle with reading, many educators assume that the approach is only for remedial instruction. But Structured Literacy is appropriate for the general education classroom because it supports the reading acquisition of all students.

When a Structured Literacy program is taught in general ed classrooms, teachers may find that 5 to 10 percent of students will still struggle to master the concepts and need to be referred to intervention to intensify instruction. A unified Structured Literacy approach within a school's Response-to-Intervention (RTI) framework allows teachers in each tier to use the same curriculum to scaffold the learning and intensify the instruction as needed, with extra repetition, smaller group sizes, and/or increased instructional time.

How It Works

In Structured Literacy instruction, teachers guide students through systematic mastery of the smallest units of sounds (phonemes) and build upon that knowledge by introducing new, more complex material (morphemes and lexemes) in a structured and cumulative way. Structured Literacy teachers are explicit about the ways English is predictable and unpredictable by teaching the linguistic rules behind spelling and the exceptions to those rules.

In Structured Literacy lessons, teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (segmenting words into phonemes or morphemes), sight words, and reading fluency. Teachers follow the scope and sequence, covering one syllable at a time until all six syllable types are taught (closed, open, vowel-consonant- e, r-controlled, vowel pair/diphthong, and consonant- le).

Teachers cover these key components of reading instruction: phonemic awareness, phonological awareness, reading (decoding), spelling (encoding), sight words, reading fluency, and comprehension.

Why It Works

In Structured Literacy instruction, teachers review previously taught concepts in each lesson and introduce new material to keep the student stimulated and engaged. Built into this design is the understanding that while a student who doesn't struggle with reading difficulties can master a concept in one to five exposures, a student who struggles with reading difficulties may take upward of 25 exposures to master a concept.

Structured Literacy teachers are also diagnostic, evaluating concept mastery both informally in each lesson (through reading observation and written dictation) and formally at the end of each step in the scope and sequence. Teachers respond to student progress or lack thereof by moving at a pace led by student progress, not the curriculum.

There are many published programs that make implementing Structured Literacy in your classroom easier by providing lesson plan maps, scope and sequence, and detailed explanations of the spelling rules that you'll need to explicitly teach to your students. Some of the programs popular with districts, schools, and teachers are:

I stopped working with Mary after a year due to a cross-country move. I helped her new tutor get training and left my materials with him so Mary could continue the program. A few years ago, I received an email written by Mary herself: "Dear Jessica, the seed you planted all those years ago is still growing. Just thought you'd like to know."

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A Powerful Approach to Reading Instruction

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

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teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (segmenting words into phonemes or morphemes), sight words, and reading fluency. Teachers follow the scope and sequence, covering one syllable at a time until all six syllable types are taught (closed, open, vowel-consonant-e, r-controlled, vowel pair/diphthong, and consonant-le).

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Make up approx. 53% of all English syllables (Really Great Reading, 2021)

Contain one vowel letter that represents a short vowel sound

End in one or more consonants (consonants = closed sounds)

Many academic words are just a series of closed syllables (and nonsense words)

est-ab-lish

trans-at-lan-tic

un-in-hab-it-ed

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Contain one vowel letter that represents a long vowel

Ends with the vowel letter (vowels = open sounds)

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Generally represent long vowel sounds

Example exceptions; give, have, love

English orthography- words in the English language do not end in the letter v so the letter e is added.

End with a silent e (the Bossy E)

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Contain two (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)

Ends with the vowel sound (e.g. high, clay, snow) OR a consonant (e.g. boat, moon)

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When a vowel is followed by r, the letter affects the sound of the vowel (the Bossy R)

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When -le appears at the end of a word and is preceded by a consonant, the consonant +le form the final syllable

Exceptions: pick/le

Limited number of Consonant +le syllables

-ble, -cle, -dle, -fle, -gle, -tle, -ple, -zle, -kle

Always make the schwa sound

Keep the consonant +le together when dividing syllables (exposes the first syllable as closed, open, or r-controlled

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In multisyllabic words, at least one syllable receives more emphasis, or greater stress, than the other syllables.

In multisyllabic words, more than one syllable can be stressed.

The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables.

Your con' duct is exemplary.

She will con duct' the orchestra tonight.

Note: we identify the accented syllable by placing an accent mark (') after the syllable.

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Affixes (prefixes and suffixes) typically form separate syllables. The accent usually falls on or within the root.

un like' ly, cold' est, un bend' able, move' ment

In compound words, the primary accent usually falls on or within the first word.

snow' man, some' thing, cow' boy

The placement of the accent will differ in homographs (spelled the same) that are a noun or a verb. The accent usually falls on the first syllable or a noun.

What is this object? (noun) = ob' ject

Do you object? (verb) = ob ject'

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If a word contains a double consonant (VCCV), the accent usually falls on the syllable that closes with the first letter of the double consonant.

bet' ter, thun' der, trum' pet

Most multisyllabic words ending with the suffix -tion -sion or -ic, the primary accent will fall on the syllable preceding the suffix

ex ten' sion, mag net' ic, men' tion

If the last syllable contains a vowel team followed by a consonant, the syllable is most often accented

main tain', con ceal', com plain'

When there is no other clue, the accent will usually fall on the first syllable of a two syllable word.

fin' ish

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Lexia ® LETRS ® Professional Learning

The Lexia LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is comprehensive professional learning designed to provide early childhood and elementary educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by Dr. Louisa Moats and leaders in the field of literacy, Lexia LETRS teaches the skills needed to master the foundational and fundamentals of reading and writing instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.
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Why LETRS?

Research shows that only 35% of students are reading proficiently, but 95% of students CAN learn to read. And while teachers are the most essential factor in student success, only about half of teaching institutions effectively prepare teachers for literacy instruction. Teaching reading requires a deep understanding of the processes and science behind it. LETRS is the professional learning program rooted in the science of reading that empowers teachers.

Transform Your Teaching with The Lexia LETRS® Science of Reading Grant

September 12-December 31, 2023

Learn about how to enter and see content rules and eligibility.

LETRS®

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators. The course teaches the how, what, and why of literacy acquisition to improve instructional practice and achieve long-term systemic change in literacy instruction.

LETRS for elementary educators is an investment in teachers' literacy knowledge and professional practice. Teachers gain essential knowledge and skills to master the fundamentals of literacy instruction required to apply and transform student learning.

LETRS® for Early Childhood Educators

LETRS® For Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

LETRS® for Administrators

Lexia LETRS® for Administrators is a professional development course designed specifically for school leadership, coaches, principals, and district administrators. The course defines the systems and infrastructures required to successfully implement a literacy initiative aligned to scientifically based research. Built from the research in implementation science and sustainability, school improvement, and shared leadership, the course provides numerous tools-including an analysis of the current systems required for improved literacy outcomes-for guiding an implementation through various stages.

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Engaged Students

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators which teaches the how, what, and why of literacy acquisition to improve instructional practice and impact long-term systemic change in literacy instruction. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

Empowered Educators

Many educators and education leaders are not well prepared to teach reading, or lead those who teach reading. The Lexia LETRS Suite provides science of reading-based professional learning through three different courses of study designed for elementary educators, education leaders, and early childhood educators. Each course of study teaches the how, what, and why of literacy acquisition to educators to improve literacy instruction and positively impact long-term systemic change in literacy outcomes.

Why even trained teachers need support:

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Improved Outcomes

Lexia LETRS empowers educators by going beyond the essential components of literacy. Lexia LETRS gives teachers the skills they need to master how to teach the five essential components of literacy, plus writing, spelling, and oral language.

Lexia LETRS includes five essential elements for literacy success:

Science of reading based

Teaches the content of explicit instruction

Converts research to practice

Enhances educator and leader effectiveness

Transforms instruction

A Cambium Learning® Group Brand

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Professional Learning for Educators Grades Pre-K-5 | Lexia

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Syllable types and generalizations are very helpful in decoding and processing word recognition. When we understand how to split words into syllables, we are better able to understand how to read the word. For example, knowing that in the accented syllable, the vowel is most likely to say its long sound, can be very helpful to students who are struggling to pronounce or decode that word. We also have some words in the english language that are spelled the exact same way, but pronounced two or more different ways. Knowing which syllable is accented, helps students to determine which way to pronounce the word given context.

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Morphological Awareness: One Piece of the Literacy Pie - International Dyslexia Association

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More than just word parts.

Can be categorized by both language of origin and grammatical role.

The study of meaningful units of language and how they are combined in word formation.

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Free Morpheme: A morpheme that can stand alone.

Example: Tree

Bound Morpheme: A morpheme that must be attached to another morpheme in order to have meaning.

Examples: Prefixes (re), suffixes (ful), Plurals (s, es)

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Simple: one free morpheme. (chair, boat)

Compound: Two free morphemes. (teacup, houseboat)

Complex: One free and at least one bound. (tables, undone)

Compound-Complex: Two free and one or more bound. (bookkeepers, unforgettable)

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explicitly thinking about the smallest units of meaning in language, which are called morphemes, and how they come together to provide meaning about the words we hear and read.

These units include: Prefixes, suffixes, root words, and bound roots

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Morphology provides base skills that can benefit students in many ways. These ways include but are not limited to decoding, spelling, vocabulary, fluency, comprehension, and phonology or pronunciation. By giving students access to morphology, we are setting them up for key skills that they will carry with them for the rest of their lives. By teaching students about morphology, we are giving them the "why" behind the actions we take when understanding the smallest parts of words and how to decode and encode them.