# data[].attributes.attachment_link.title
emphasizes the reader's prior knowledge and expectations when reading a text. It focuses on the overall meaning of a passage, rather than individual words or phrases. Readers use their background information to predict what they will read, and then

# data[].attributes.body
Historical Background Infographic Link

# data[].attributes.attachment_caption
The reading wars persist because despite a vast field of research showing the effectiveness of systematic phonics instruction, resistance in education remains. This is caused by educators' lack of knowledge and a lack of a complete presentation of scientific evidence on advanced reading skills.  

# data[].attributes.body
Ending the Reading Wars: Reading Acquisition From Novice to Expert

# data[].attributes.attachment_caption
Less experience with listening comprehension can account for lower reading achievement in English learners. English learners must be intentionally taught language comprehension strategies. Many factors impact reading comprehension, especially when considering English learners.  

# data[].attributes.body
How and Why Strategy Instruction Can Improve Second Language Reading Comprehension: A review

# data[].attributes.attachment_caption
Phonics intervention is more effective when introduced and implemented early. Students who received phonics intervention in grades 1 and 2 performed better at reading comprehension. 

# data[].attributes.body
The importance of early phonics improvements for predicting later reading comprehension

# data[].attributes.attachment_caption
This study compared intensive phonics instruction and whole language instruction to determine which was more effective in teaching English language learners. The results showed that the group that received intensive phonics instruction with some direct instruction of skills performed better than the whole language group. 

# data[].attributes.body
Evaluation of Teaching Methods to Improve Reading Performance of English Language Learners

# data[].attributes.attachment_caption
This study implemented an intervention to change the ORIM (opportunities, recognition, interaction, model) in families by providing resources, activities, events, and a program teacher to assist, educate, and foster open communication throughout the study. Mutual respect between teachers and families was paramount. Results showed that children in the intervention program had more gains than children in the control group, with the children whose mothers had low educational levels performing the highest. Longer-term results continued for children of mothers who had low educational levels but not for the other children. 

# data[].attributes.body
Eﬀects of Extending Disadvantaged Families’ Teaching of Emergent Literacy

# data[].attributes.attachment_caption
This case study details the implementation of a whole language approach to intervention for students with severe reading defictis. The students had been receiving systematic phonics based instruction and were not making expected gains. After implementing whole language strategies the students showed an average gain of 8 months to one and a half years. 

# data[].attributes.body
A Whole Language Reading Intervention: A Case Study

# data[].attributes.attachment_caption
The purpose of this study is to determine if the whole language approach is effective in teaching young children how to read and write. This study underscored the importance of teacher and student participation and motivation and the complexity of learning to read and write. They determined that while letter recognition and sound decoding are essential components of reading, the whole language approach is vital in building student motivation. Whole language promotes language development through diverse learning experiences. 

# data[].attributes.body
The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English

# data[].attributes.attachment_caption
Theory often becomes practice when educators make decisions based on repeated observations, experiences, and dialogue with students.

# data[].attributes.body
Theory into Practice Article

# data[].attributes.headline
CLASSROOM APPLICATION - Automatic Information Processing Model

# data[].attributes.subject
CLASSROOM APPLICATION - Automatic Information Processing Model

# data[].attributes.body
By understanding that fluent readers can decode without attention to decoding and the three components (sensory memory, short-term memory, and long term memory), teachers should understand the importance of systematic phonics instruction. For example, a program like Orton-Gillingham would utilize LaBerge and Samuel's Automatic Information Processing Model.

# data[].attributes.headline
CLASSROOM APPLICATION - SCARBOROUGH'S READING ROPE

# data[].attributes.subject
CLASSROOM APPLICATION - SCARBOROUGH'S READING ROPE

# data[].attributes.body
Scarborough's Reading Rope is made up of lower and upper strands. The thought process of this model is if students learn the lower strand (word recognition) and the upper strand (language comprehension), students will be fluent in word recognition and comprehension. By understanding this model, teachers should be utilizing programs such as Heggerty, Orton-Gillingham (OG), and HMH Into Reading. Heggerty would cover phonological awareness, OG would cover decoding and sight recognition, and HMH Into Reading would cover language comprehension.

# data[].attributes.attachment_caption
This article explains how SVR and Scarborough's Reading Rope are tied to The Science of Reading.

# data[].attributes.headline
CLASSROOM APPLICATION: THE SIMPLE VIEW OF READING (SVR)

# data[].attributes.subject
CLASSROOM APPLICATION: THE SIMPLE VIEW OF READING (SVR)

# data[].attributes.body
The Simple View of Reading (SVR) is a model that believes reading needs to be broken down into two processes: word recognition and language comprehension. Scarborough's Reading Rope complements SVR by breaking down the formula (word recognition and language comprehension) into specific items needed. Like Scarborough's Reading Rope, teachers should be utilizing programs such as Heggerty, Orton-Gillingham (OG), and HMH Into Reading. Heggerty would cover phonological awareness, OG would cover decoding and sight recognition, and HMH Into Reading would cover language comprehension.

# data[].attributes.attachment_link.readable_text
Established Models of Reading

Two older established models of reading have emerged during this national examination of our early reading curriculum: the Simple View of Reading and Scarborough's Reading Rope. The Simple View of Reading (Gough and Tunmer, 1986) states that reading comprehension is a product of decoding (e.g., phonics) and language comprehension (e.g., vocabulary and content knowledge).

Scarborough's Reading Rope (2001) fine-tuned this model to specify aspects of each area of reading instruction and how they intersect. As a student's decoding skills become more automatic and they become more strategic in using their growing language comprehension skills, these skills intertwine. The result: students develop into skilled, fluent readers.

In these models, the decoding piece includes foundational skills like phonological awareness, phonemic awareness, concepts of print, and phonics. So how do we align our phonics instruction to the Science of Reading? There are four important guideposts to consider.

How to Align Phonics Instruction to the Science of Reading
Guidepost 1: Scope and Sequence
In order to effectively teach phonics, we need a clearly defined scope and sequence. This is a scope and sequence that goes from easier to more complex skills. Confusing letters and sounds are separated, and so on. This scope and sequence provides the spine on which all of the instruction rests. It is a roadmap for teachers. What to teach. When to teach. And how much focus to give each of these skills.

But having a scope and sequence isn't enough. A scope and sequence must be more than a list of skills that you march through in an exposure-focused way. In order for a scope and sequence to be impactful, it must also have a built-in review and repetition cycle. Once we introduce a new skill, for most of our students, it takes a significant amount of time to get to mastery. Students have to get to mastery so that they can transfer those skills to all reading and writing situations. So, after a skill is introduced, it should be reviewed, applied, and assessed for at least the next 4-6 weeks.
Guidepost 2: Systematic and Explicit Instruction
Phonics instruction needs to be systematic and explicit. Systematic is related to having a scope and sequence and teaching those skills as a system. But teaching phonics as a system means that we go beyond skill-and-drill practice. We must also have robust conversations with our students about how that system works. So great phonics instruction is active, engaging, and thought provoking, whereby children are observing and talking about how words work. Activities such as word building and word sorts (with follow-up question prompts like "what did you learn about these spelling patterns?") aid in these conversations.

# data[].attributes.attachment_link.description
Two older established models of reading have emerged during this national examination of our early reading curriculum: the Simple View of Reading and Scarborough's Reading Rope. The Simple View of Reading (Gough and Tunmer, 1986) states that reading comprehension is a product of decoding (e.g., phonics) and language comprehension (e.g., vocabulary and content knowledge).

# data[].attributes.headline
CLASSROOM APPLICATION- Whole Language Theory

# data[].attributes.subject
CLASSROOM APPLICATION- Whole Language Theory

# data[].attributes.body
Whole language theory is built on the idea that language is an intertwined system of making meaning and that children will learn to read if they are immersed in literature and involved in meaningful literacy experiences. By understanding WLT, teachers would have classroom libraries that are engaging and have books covering multiple genres and topics for students to choose from. Shared reading is an essential part of a WLT classroom as well as authentic opportunities for independent reading and writing.

# data[].attributes.body
This theory is based on the understanding that everything a student knows is organized into schemas and that all new knowledge is integrated into preexisting schemas. A characteristic of Schema Theory is that all schemata are individualized for each person. Teachers need to be cognizant of their students’ individual schemata when introducing new content and intentionally tap into and build their knowledge.

# data[].attributes.body
Metacognitive Theory focuses on the reader’s thinking during reading and the processes occurring with the reader as they read. The goal of the Metacognitive Theory is comprehension, which is achieved through the reader's awareness of their thinking during reading. Teachers utilizing the Metacognitive Theory in class teach students strategies to monitor their comprehension during reading.