# data[].attributes.body
Read, Explore, Learn!

# data[].attributes.attachment_link.readable_text
"Start with a Book has done the work for you. As a busy parent, I've come to realize that this is my one-stop shop for book ideas and other learning resources when my kids ask me questions about music, dinosaurs, buildings ... and the list goes on."

# data[].attributes.attachment_link.title
Start with a Book | Explore great children's books and activities in science, social studies, arts and literature

# data[].attributes.attachment_link.description
"Start with a Book has done the work for you. As a busy parent, I've come to realize that this is my one-stop shop for book ideas and other learning resources when my kids ask me questions about music, dinosaurs, buildings ... and the list goes on."

# data[].attributes.headline
ODEW Updated Third Grade Reading Guarantee Family Resources

# data[].attributes.subject
ODEW Updated Third Grade Reading Guarantee Family Resources

# data[].attributes.attachment_link.readable_text
The ability to read is the foundation of learning. Research shows that children who are not reading at a third-grade level by the end of grade 3 are likely to have trouble learning in all classroom subjects in higher grades.

Resources to Help Your Child

Struggling readers greatly benefit from their families' involvement and help at home. The following links will give you the information you need about Ohio's Third Grade Reading Guarantee.

Third Grade Reading Guarantee Parent RoadMaps

Fact sheet: Third Grade Reading Guarantee

Translated Third Grade Reading Guarantee Documents (Arabic, Chinese, French, German, Japanese, Korean, Russian, Somali, Spanish, Ukranian, Vietnamese)

Reading Improvement and Monitoring Plan (RIMP) Intervention Video Series

Outside Intervention or Tutoring Provider

Districts and community schools must make available and pay for intervention or tutoring services if the parents of retained third grade students request them. Because local circumstances and needs vary, each district has authority to select its own service provider. Districts and schools may, but are not required, to use this screening tool to help evaluate potential service providers.

More Resources​

# data[].attributes.attachment_link.title
Third Grade Reading Guarantee Family Resources

# data[].attributes.attachment_link.description
The ability to read is the foundation of learning. Research shows that children who are not reading at a third-grade level by the end of grade 3 are likely to have trouble learning in all classroom subjects in higher grades. Struggling readers greatly benefit from their families' involvement and help at home.

# data[].attributes.headline
IDA Dyslexia Handbook: What Every Family Should Know

# data[].attributes.subject
IDA Dyslexia Handbook: What Every Family Should Know

# data[].attributes.attachment_link.title
REL Southeast's K Family Involvement Guide

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.description
Image Credit: istock/tolgart A recent conversation I had with Kathryn Garforth of the Right to Read Initiative got me thinking (again) about what parents need to know about text selection for their beginning readers. There is a lot of opaque terminology floating around that can be difficult to make sense of as an outsi

# data[].attributes.attachment_link.description
There are many beliefs and a great deal of dogma associated with reading acquisition, and people are often reluctant to let go of their beliefs despite contradictory research evidence. Here are 10 of the most popular and most potentially pernicious myths that influence reading education.

# data[].attributes.body
Dr. Wes Hoover offers an overview of the Simple View of Reading and its importance for understanding how students learn to read. He describes the two abilities needed to read a language. Both the ability to accurately and automatically read the words in the language as well as the ability to understand the language within the text are necessary to read a text, yet neither one is sufficient by itself.

# data[].attributes.attachment_link.title
Defining Guide Video Series: Dr. Wes Hoover Explains the Simple View of Reading

# data[].attributes.body
The Science of Reading Short Course from Hill Learning Center (https://hillhub.hillcenter.org/store) is a one-of-a-kind overview of the science behind effective reading instruction, encapsulating more than 40 years of research. This short animation that introduces the science behind “The Reading Brain” is one example of the type of engaging content developed for the course. Since 2021, over 7,500 individuals worldwide enrolled in the self-paced online course, and the course continues to offer an efficient and affordable introduction to the science of reading for a variety of educators – teachers, instructional coaches, school and district leaders, and pre-service candidates – as well as parents interested in learning about evidence-based reading instruction. Learn more about the course: https://hillhub.hillcenter.org/store

# data[].attributes.attachment_link.title
The Reading Brain | How We Learn To Read

# data[].attributes.headline
Harvard Medical School:  How We Learn to Read

# data[].attributes.subject
Harvard Medical School:  How We Learn to Read

# data[].attributes.body
Using advanced imaging techniques, researchers are beginning to understand just how many brain regions are involved in the complex process of learning to read — and how early in life it begins. Their work is offering new insights into the detection and prevention of learning disabilities such as dyslexia that can cause trouble with reading. Learn more at https://magazine.hms.harvard.edu/arti...

# data[].attributes.headline
Parent Introduction to the Science of Reading

# data[].attributes.subject
Parent Introduction to the Science of Reading

# data[].attributes.body
An introduction to the science of reading for parents. Download free presentation materials here https://www.readingscienceacademy.com

# data[].attributes.attachment_link.description
The ALL Ohio Literacy Library is a repository of high-quality, open-access learning modules for educators, families, and community members to enhance the literacy learning of all children and youth. The ALL Ohio learning modules explore various literacy topics in-depth through narrative text, linked resources, realistic scenarios, reflections, learning activities, and embedded audio and videos. Upon successful completion of a module, educators can earn a proficiency-based micro credential that they can submit to the their provider for continuing education credit.

# data[].attributes.attachment_link.keywords[]
kids reading literacy preschool kindergarden "first grade" dusty dott alphabott pbs

# data[].attributes.attachment_link.description
What do a dog, a girl, and a robot have in common? First and foremost, Dusty, Dott, and Alphabott are best friends. But they are also reading buddies! Dusty loves to talk, but learning to read is a new skill. With the help of Dott and Alphabott, he discovers that it can be so much fun!

# data[].attributes.headline
State Library of Ohio’s Day By Day Ohio Family Literacy Calendar

# data[].attributes.subject
State Library of Ohio’s Day By Day Ohio Family Literacy Calendar

# data[].attributes.body
It offers resources to develop early literacy skills for young children. Early literacy skills help children be prepared and successful in school. The online calendar has a monthly theme. It has a song, a video, activities, and book recommendations about the monthly theme for every day of the year. The calendar engages the children through a variety of learning styles.

You can also share Day By Day Ohio with your families. The calendar provides:

Literacy activities and opportunities for parents to work at home with their children

Exposure to books and to educational music

Links to health and wellness information

# data[].attributes.headline
ODE's Parent Roadmaps to Understanding the Third Grade Reading Guarantee

# data[].attributes.subject
ODE's Parent Roadmaps to Understanding the Third Grade Reading Guarantee

# data[].attributes.headline
Sample Letter for Parents to Schools to Utilize the Exemption

# data[].attributes.subject
Sample Letter for Parents to Schools to Utilize the Exemption

# data[].attributes.body
Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.readable_text
Supporting Your Child's Reading at Home

Supporting Your Child's Reading at Home

Learning to read begins at home through everyday interactions with children, long before they attend school. Your continued support of literacy development as children enter elementary school and progress through the grades positively affects their reading ability. We are pleased to provide these Family Activities with easy-to-follow instructions to help your child practice foundational reading skills. We invite you to view the short Family Videos for tips on how to use the activities to help your child grow as a reader. Using the Family Activities at home can help your child develop language, link sounds to letters, blend letters and word parts to read and write words, and read for understanding.

Connect with REL Southeast

# data[].attributes.attachment_link.keywords[]
educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

# data[].attributes.attachment_link.title
REL Resource | Supporting Your Child's Reading at Home

# data[].attributes.attachment_link.description
Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability.

# data[].attributes.headline
International Dyslexia Association:  Effective Reading Instruction

# data[].attributes.subject
International Dyslexia Association:  Effective Reading Instruction

# data[].attributes.attachment_link.readable_text
For a downloadable PDF in Spanish, click here.
The most difficult problem for students with dyslexia is learning to read. Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, are not effective for struggling readers. These approaches are especially ineffective for students with dyslexia because they do not focus on the decoding skills these students need to succeed in reading.

What does work is Structured Literacy, which prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is more effective for all readers.

Structured Literacy instruction is marked by several elements:

Phonology. Phonology is the study of sound structure of spoken words and is a critical element of Structured Language instruction. Phonological awareness includes rhyming, counting words in spoken sentence, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds, which are called phonemes. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. For example, the word cap has three phonemes (/k/, /ă/, /p/), and the word clasp has five phonemes (/k/, /l/, /ă/, /s/, /p/).

Sound-Symbol Association. Once students have developed the awareness of phonemes of spoken language, they must learn how to map the phonemes to symbols or printed letters. Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds. The instruction of sound-symbol associations is often referred to as phonics. Although phonics is a component of Structured Literacy, it is embedded within a rich and deep language context.

Syllable Instruction. A syllable is a unit of oral or written language with one vowel sound. Instruction includes teaching of the six basic syllable types in the English language: closed, vowel-consonant- e, open, consonant- le, r-controlled, and vowel pair. Knowledge of syllable types is an important organizing idea. By knowing the syllable type, the reader can better determine the sound of the vowel in the syllable. Syllable division rules heighten the reader's awareness of where a long, unfamiliar word may be divided for great accuracy in reading the word.

Morphology. A morpheme is the smallest unit of meaning in the language. The Structured Literacy curriculum includes the study of base words, roots, prefixes, and suffixes. The word instructor, for example, contains the root struct, which means to build, the prefix in, which means in or into, and the suffix or, which means one who. An instructor is one who builds knowledge in his or her students.

Syntax. Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.

Semantics. Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.

Structured Literacy is distinctive in the principles that guide how critical elements are taught:

Systematic and Cumulative. Structured Literacy instruction is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements. Cumulative means each step must be based on concepts previously learned.

Explicit Instruction. Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own.

Diagnostic Teaching. The teacher must be adept at individualized instruction. That is instruction that meets a student's needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures. The content presented must be mastered to the degree of automaticity. Automaticity is critical to freeing all the student's attention and cognitive resources for comprehension and expression.

References

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Implications from Post-NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading (pp. 69-96), London: Psychology Press.

Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of Guided Reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268-293.

Ehri, L., Nunes, R. S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD, Paul H. Brookes.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

National Reading Panel. (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. Bethesda, MD: National Institute of Child and Human Development.

Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can't, and what can be done about it. New York: Basic Books.

# data[].attributes.attachment_link.title
Effective Reading Instruction - International Dyslexia Association

# data[].attributes.headline
Dyslexia Resource Guide for Ohio Families

# data[].attributes.subject
Dyslexia Resource Guide for Ohio Families

# data[].attributes.attachment_link.provider_name
Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.title
Dyslexia Resource Guide for Ohio Families (Text and Audio Versions Available in 6 languages) - Ohio’s Statewide Family Engagement Center

# data[].attributes.attachment_link.description
Download PDF: Arabic | Chinese Simplified | English | Nepali | Somali | Spanish Audio Versions: Arabic | Mandarin | Nepali | Somali | Spanish As many as 1 in 5 people have dyslexia worldwide! What is dyslexia? Dyslexia is one of the most common learning disabilities. People with dyslexia have many strengths, but have unexpected trouble learning to read. These difficulties are […]

# data[].attributes.headline
International Dyslexia Association Fact Sheets

# data[].attributes.subject
International Dyslexia Association Fact Sheets

# data[].attributes.attachment_link.readable_text
IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are frequently used to enrich and supplement IEP meetings, school board discussions, and district policy initiatives. Click on topics of interest below to view and download fact sheets.

To access new fact sheets and other free resources from IDA, please visit the Dyslexia Digital Library at www.DyslexiaLibrary.org

Share this: ` For copyright information, please .

# data[].attributes.attachment_link.title
Fact Sheets - International Dyslexia Association

# data[].attributes.attachment_link.description
IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are

# data[].attributes.headline
Kindergarten Family Involvement Video Series

# data[].attributes.subject
Kindergarten Family Involvement Video Series

# data[].attributes.attachment_link.title
REL Southeast's K Family Involvement Guide

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.description
STAR is a set of interactive and innovative read-aloud practices designed for educators and caregivers. STAR utilizes intentional read-aloud practices and mindful scaffolding strategies to encourage and strengthen young children's knowledge and awareness of print. The STAR programs have adopted the name STAR Read-Aloud Practices following years of research that have demonstrated shared book reading as an effective means for advancing emergent-literacy skills.

# data[].attributes.headline
Family Guides to Grade Level Expectations K-5

# data[].attributes.subject
Family Guides to Grade Level Expectations K-5

# data[].attributes.attachment_link.readable_text
Parents and caregivers want their children to succeed in school- to be engaged and excited about learning; to build strong relationships with their teachers and peers; and to learn each year the knowledge and skills they need to be successful academically.

But it hasn't always been easy for parents and caregivers to figure out what children should know and be able to do by the end of each grade- and how to discuss these topics with their children and teachers. These Family Guides, created by Seek Common Ground and the experts at Student Achievement Partners, take the mystery out, and provide parents and caregivers with the information and tools they need to support their children academically in literacy and math, which are the building-block subjects for everything else.

With these Guides, families can engage more deeply in their children's education, advocate for them, and build partnerships with their teachers- thus developing the strong bond between students, families, and teachers that ensures kids thrive.

Please share these guides with family, friends, neighbors, and organizations you belong to and/or work with!**
Click the icons below to view the Family Guide for each grade level.

# data[].attributes.attachment_link.description
Parents and caregivers want their children to succeed in school- to be engaged and excited about learning; to build strong relationships with their teachers and peers; and to learn each year the knowledge and skills they need to be successful academically.

# data[].attributes.headline
How Do Children Typically Develop in Reading?

# data[].attributes.subject
How Do Children Typically Develop in Reading?

# data[].attributes.attachment_link.title
Learning About Your Child’s Reading Development

# data[].attributes.body
Read Alouds available in Arabic, English, French, and Spanish

# data[].attributes.attachment_link.description
The ALL Ohio Literacy Library is a repository of high-quality, open-access learning modules for educators, families, and community members to enhance the literacy learning of all children and youth. The ALL Ohio learning modules explore various literacy topics in-depth through narrative text, linked resources, realistic scenarios, reflections, learning activities, and embedded audio and videos.

# data[].attributes.attachment_link.readable_text
Sample tips

Here are examples of the kinds of tips and activity ideas you'll receive though our text messaging service.

Alphabet city

On a walk together, look for the shapes of letters in the buildings all around you. More ideas: Builders and Buildings

Ciudad del alfabeto

Den un paseo juntos y busquen figuras de letras en los edificios a su alrededor. Más ideas: Builders and Buildings

.............

Mapmaker

After reading a favorite book, have your child draw a map of the book's setting. More ideas: Map Making

Cartógrafo

Después de leer un libro favorito, ponga a su niño a dibujar un mapa de la configuración del libro. Más ideas: Map Making

.............

Be a reading role model!

Make sure your kids see you reading and writing, whether it's reading the morning newspaper or making a shopping list. More ideas: Be a Reading Role Model

¡Se un modelo de la lectura!

Sea un modelo de la lectura Cerciórese de que sus hijos le ven leer y escribir, ya sea leyendo el periódico o haciendo la lista de compra. Más ideas: Be a Reading Role Model

.............

Nature scavenger hunt

Make a list of things to find outside (such as an acorn, stone, or feather). Give your child the list and let the hunt begin! More ideas: Outdoor Explorations

Casería de la naturaleza

Dele al niño una lista de cosas para buscar afuera (bellota, piedra, pluma) y ¡qué comience la cacería! Más ideas: Outdoor Explorations

.............

Vocabulary bank

Introduce an interesting word each week, then share a kid-friendly definition and examples. Keep that word active at home! More: Building Your Child's Vocabulary

Banco de vocabulario

Presente una palabra interesante cada semana, comparta la definición apta para niños y dele ejemplos. ¡Mantengan esa palabra activa en casa! Más en: Building Your Child's Vocabulary

.............

Family stories

Ask your child to interview an older family member and share the stories at a family gathering. More ideas: Families and Communities

Historias de la familia

Pídale al niño que entreviste al familiar más viejo y que comparta las historias en una reunión familiar. Más ideas: Families and Communities

.............

Firework poetry

Write down descriptive words for fireworks. Can you create a poem using some of those words? More ideas: Summer Writing

Poesía de fuegos artificiales

Intercambiar poemas. Escriba una línea del poema y su hijo, la siguiente. Mantengan el ritmo y rima de la última palabra. Más ideas: Summer Writing

# data[].attributes.attachment_link.title
Summer Learning Tips to Go! Text Messaging Service

# data[].attributes.attachment_link.description
Sample tips Here are examples of the kinds of tips and activity ideas you'll receive though our text messaging service. Alphabet city On a walk together, look for the shapes of letters in the buildings all around you. More ideas: Builders and Buildings Ciudad del alfabeto Den un paseo juntos y busquen figuras de letras en los edificios a su alrededor.

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world