# data[].attributes.attachment_link.title
A Tale of Three Cities. Chapter 2: The Rise of Letterbox Lookout - Carolyn H. Strom, PhD

# data[].attributes.attachment_link.description
Illustrating the emergence of the Letterbox, capacities for mapping letter symbols to English phonemes, blend phonemes, and map spoken words to meaning.

# data[].attributes.attachment_link.description
A blog about the latest in Assistive Technology (AT), professional development, social networking and educational technology.…

# data[].attributes.headline
These difficulties typically result in a phonological component of language

# data[].attributes.subject
These difficulties typically result in a phonological component of language

# data[].attributes.body
Dyslexia is often unexpected in relation to other cognitive abilities & excellent classroom instruction.

Secondary Consequence may include:

* Problems in reading comprehension

* Reduced reading experience that can impede growth of vocabulary and background knowledge

# data[].attributes.body
An open source curriculum that looks a bit like REWARDS but has more fluency and games.

# data[].attributes.attachment_link.description
This reading intervention was developed and tested by Dr. Jessica Toste and colleagues at The University of Texas at Austin. The program materials were redesigned for open access by the Toste Team in October 2022. We are excited for you to use the Word Connections program! We look forward to continued feedback from teachers and students.

# data[].attributes.headline
Louisa Moats: Spelling as a diagnostic tool

# data[].attributes.subject
Louisa Moats: Spelling as a diagnostic tool

# data[].attributes.body
From Amplify

# data[].attributes.body
Research around the benefits and how techniques.

# data[].attributes.attachment_link.title
Teaching Oral Reading Fluency to Older Students

# data[].attributes.attachment_link.description
Oh goodness, everybody’s least favorite topic (except maybe Tim Rasinski’s). What I’m talking about is fluency instruction/practice for older students … grades 4 and up, let’s say.

# data[].attributes.attachment_link.title
The Science of Reading - The Reading League

# data[].attributes.attachment_link.description
The Reading League's mission is to advance the understanding and use of evidence-aligned reading instruction through the science of reading.

# data[].attributes.attachment_link.title
Educate. Advocate. Legislate. - Decoding Dyslexia Oregon

# data[].attributes.attachment_link.description
Decoding Dyslexia Oregon is a non-profit organization that raises awareness, provides resources and advocates for the dyslexia community.

# data[].attributes.body
LETRS Training is foundational to understanding the Science of Reading.

# data[].attributes.attachment_link.readable_text
Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

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.
Download brochure

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.

Learn More

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:

Learn More about Empowered Educators

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

# data[].attributes.attachment_link.description
Professional Learning for Educators Grades Pre-K-5 | Lexia

# data[].attributes.body
A Graphic Guide to Literacy

# data[].attributes.attachment_link.readable_text
What happens in our brains when we read? It turns out, a lot. Reading is a complex process that involves multiple parts of the brain working together. Not everyone learns to read at the same pace, but all students can learn to read with instruction that is grounded in the science of reading.

This graphic booklet, designed for student and adult use, explains how we learn to read. It invites students to be partners in their learning--explaining how certain instructional methods can help them learn to read, and why becoming a strong reader is worth the work!

Written and illustrated by Daryl Seitchik, this graphic booklet was created in partnership with the Center for Cartoon Studies, Meredith Liben, and David Liben.

# data[].attributes.attachment_link.title
How We Read: A Graphic Guide to Literacy

# data[].attributes.attachment_link.description
What happens in our brains when we read? It turns out, a lot. Reading is a complex process that involves multiple parts of the brain working together. Not everyone learns to read at the same pace, but all students can learn to read with instruction that is grounded in the science of reading.

# data[].attributes.attachment_link.readable_text
The Simple View of Reading

The simple view of reading tells us that reading is the product of two processes (Gough & Tunmer, 1986). The first could be called "word recognition," that is, the ability to apply the spelling-sound correspondence rules of English to a set of letters on the page. To read well in English, one must have developed phonological awareness, decoding ability, and some automaticity in recognizing frequent words. The second could be called "language comprehension," which is a complex set of skills that includes accessing a semantic representation of a group of encountered words, using syntax and morphology to understand a sentence's grammatical structure, and applying background knowledge of a situation to interpret a text. Depending on the skills and processes implied by the term, "language comprehension" can be extensive indeed.

The point is that according to the simple view of reading, reading comprehension is the product of students' word-recognition ability and language comprehension. If students can decode well but do not understand the words, they will not comprehend the text. On the other hand, students with strong verbal ability who cannot decode will not understand the text either. Skilled reading requires both components. Importantly, while lexical and sublexical skill demands may be more or less similar across disciplinary texts, that is not the case for language comprehension skills. The prior knowledge, specialized vocabulary, and authors' assumptions of their readers vary considerably by discipline. A conceptual focus on these differences aligns with an approach to literacy called disciplinary literacy.

Disciplinary literacy and language comprehension

The phrase disciplinary literacy was adopted by education leaders in the 1990s as a way to talk about the integration of content and communication (Shanahan & Shanahan, 2012). The term has since been embraced by organizations such as the International Literacy Association, the National Council of Teachers of English, and the National Governors Association.

Disciplinary literacy refers the idea that communication is most meaningful when it exists within a clear context. This means that when we are reading, analyzing, and writing texts, we are doing so in ways that are meaningful and useful to whatever topic or discourse community we happen to be a part of-whether that's a classroom or a larger community. In schools, the discipline we are in plays a big role in defining the context of our communication. Reading and writing are not skills to be practiced in isolation, but rather they are tools we use to do things-to solve problems, make meaning, and communicate with others in specific ways. Disciplinary literacy emphasizes the importance of engaging students in each content area's own discourse community so that they understand the "rules of the game". In middle school history classes that might mean helping students learn distinct reading strategies for interpreting primary and secondary sources. In science and technical subjects, that might mean helping students develop literacy strategies related to making informed inferences from data tables and charts.

Developing skilled readers

Hollis Scarborough developed a representation of the development of skilled reading known as the Reading Rope. Dr. Scarborough writes about the Reading Rope in "Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice" (Scarborough, 2001). The focus of the article is the prediction of future reading abilities based on K and Pre-K measures. The chapter emphasizes that reading is a multicomponent skill, and failure in one aspect can result in comprehension failure. For those of us interested in adolescent readers and teaching disciplinary literacy, this developmental perspective brings the implications of "the simple view" into sharper relief, even though Scarborough developed her model independently of the simple view (personal correspondence).

To help us think more clearly about the implications of this developmental perspective for disciplinary literacy, we present four figures based on Scarborough's reading rope. These figures are only suggestive. Of course, each science text that we read taxes component skills differently. There are essential differences among texts written in different science subdomains. Still, we can make some broad generalizations about the features of texts written in each discipline and the literacy skills student need to master to read these texts proficiently. Doing so helps us understand the wide variety of challenges our middle school and high school students have in mastering "language comprehension" and strategically integrating these skills. I also hope that comparing the literacy skills needed across domains also highlights how the ways that we teach students can and should vary across disciplines.

Figure 1. The Many Strands of Skilled Reading in Science

Developing component skills in and across the disciplines

Thinking about the development of component skills from a developmental perspective can help us think more clearly about disciplinary literacy skills. Figure 1 is a Science Reading Rope. Scientific knowledge is empirically based and dynamic. Scientists take the perspective of informed skepticism (Schwartz & Lederman, 2008), so it is not unusual for scientific texts to use caveats or hedges. Scientists use concise and precise language to express their findings, and science writing is loaded with technical language (Schleppegrell, 2004). In many fields, technical drawings, tables, equations, and data visualizations are regular and vital features of scientific writing. One of the goals of supporting the development of a scientific reader is to help them strategically integrate sources of information. For instance, a skilled reader may pay close attention to the data presentations and skim the author's interpretation of those data. The simple view helps us understand that our students require word recognition and language comprehension. The rope diagram helps us understand that how we strategically integrate component comprehension skills varies in meaningful ways. We do not simply need to help students develop component skills. We should also be teaching students to strategically integrate these skills within and across reading subcomponents.

Figure 2. The Many Strands of Skilled Reading in Math

Figure 2 presents a Math Reading Rope. Math and the disciplines that rely on it use mathematical notation as a critical aspect of written expression. These expressions allow mathematicians to communicate complex ideas to one another succinctly. Unsurprisingly, writing in math often refers to equations, visualizations, or results presented along with a technical explanation. The literacy knowledge required to follow or create this dual system of communication is complex (Barton & Heidema, 2002). Similarly, language structures in math are unusual, and mathematical writing uses letters in ways that break our expectations for the use of the alphabet (think "let x be the diameter"). The trajectory to skilled reading requires the increasingly strategic integration of language and numeric skills. In this case, the fluent execution and coordination of word recognition and language comprehension are complicated by the simultaneous cognitive burden of computation and the unusual use of language in writing. Again, our goal is to support skill development and help students understand where to focus their attention when reading like a mathematician. Literacy instruction is critical in math classes but extremely challenging since both literacy demands and content demands are often very high.

Figure 3. The Many Strands of Skilled Reading in Literature

Literary criticism is unruly. Literary authors and literary critics have no compunction about referencing historical accounts, informational texts, linguists, philosophers, and even obscure cartographers in their goal of providing erudite interpretations for their readers. However, some commonalities generally apply to the work of reading literature. For instance, one common understanding is that the work of literary criticism assumes that texts can be interpreted in many ways (Scholes, 1985). Unlike mathematicians and scientists, literary scholars do not attempt to arrive at a single solution. The production of interesting and contentious interpretations is as valued as arriving at a consensual conclusion. Another assumption is that close engagement with the text can reveal insights that are not immediately evident. Different readers will have different experiences with texts depending on what they attend to and their personal experiences. In this way, the reading of literature should be a deeply personal experience. For instance, my reading of a text may focus on a particular metaphoric trope, while you may be interested in the arc of the plot. These decisions can represent an intentional and uneven emphasis across language comprehension subskills. We must model how different approaches can be equally valuable when supported with textual evidence.

Figure 4. The Many Strands of Skilled Reading in History

A historian aims to construct a coherent account of the past via references to multiple texts, artifacts, and documents, each of which may present the events differently and requires readers to navigate multiple perspectives in constructing knowledge. Unsurprisingly, historians value corroboration across sources (Wineburg, 1991). They will often enumerate evidence in support of a particular perspective or stance (Schleppegrell, 2004). However, although the historian's appraisals are subjective, they do not invoke personal pronouns or markers of epistemic belief. "This is the great paradox of history writing. Although historians are assuming an evaluative stance toward the content they are studying, disciplinary conventions demand that historians articulate their subjective take on events in objective terms" (Galloway et al., 2013, p.25). Because skilled historical reading rests on relevant background knowledge, one of our challenges is how to scaffold the reading of particular texts so that students can integrate other component skills required to read like a historian. Similarly, we may need to strongly scaffold specific primary source documents that present particular challenges because of language shifts.

Intermediate literacy and disciplinary literacy strategies

Literacy development is foundational to a student's educational experience, but students are often asked to read for different reasons in each content area. There are general strategies that can be applied across all subjects, as well as those that are more specialized. General reading strategies like predicting, monitoring, and summarizing are needed by all students and are powerful because they can be applied across content area classes. These strategies allow students to actively engage with the text they're reading and build a more complete understanding of the information they're taking in.

These strategies can be further supported by other disciplinary-specific literacy skills such as reading tables and charts, interpreting historical artifacts, reading equations, or interpreting chemical formulae. These disciplinary literacy skills are critical for reading in some areas, but not necessarily in others-for example, it would not be useful for a student to learn how to read an equation when studying history or English literature.

While it is important to support students' development of general reading strategies, it is also critical to teach them how to focus their attention on aspects of text that are specific to their current subject matter. Our students are consent faced with conflicting evidence in the news and online about important issues. In order for them to navigate these sources they need specific critical disciplinary literacy skills that they only develop in our content area classes.

Conclusions

The simple view of reading helps us understand that children require decoding skills and language comprehension to become skilled readers. Scarborough's classic rope graphic emphasizes that there are subcomponent skills and that skilled reading requires the strategic integration of these skills. In this article, I hope I've demonstrated that texts in different disciplines tend to place differential demands on students. As teachers, we need to support discipline-specific reading skills in our domains and help our students understand which skills to emphasize strategically. Doing so requires that teachers reflect on what reading is like in their content area and make strategic use of strategies to support students based on the challenges they face. We believe that this work is best done with the support of job-embedded collaborative professional development.

Acknowledgments: This post is based in part on the chapter I co-authored with Elizabeth Moje and Emily Galloway in the book Adolescent Literacy in the Era of the Common Core. I was particularly influenced by the insights of Dr. Galloway. This post has also benefited from discussion with members of the Ohio Adolescent Literacy Network, especially Rachel Daniels. I am also grateful for feedback from Hollis Scarborough who corrected serious problems with an earlier version of this post. Of course, I take full responsibility for those errors and misunderstandings that remain.

Learn more: No matter where you are in your schools journey toward literacy, we're here to help. Our model, which combines face-to-face and online instruction, is tailored to the needs of your school and staff. We work hard to ensure that our professional learning builds the leadership capacity of your local team to ensure sustainability beyond our involvement. Get in touch.
Related post: Constrained and unconstrained skill development: Why it matters for secondary students
References

Barton, M. L., & Heidema, C. (2002). Teaching reading in mathematics: A supplement to Teaching reading in the content areas: If not me, then who? McREL.

Galloway, E. P., Lawrence, J. L., & Moje, E. B. (2013). BC5. Research in disciplinary literacy: Challenges and instructional opportunities in teaching disciplinary texts. In J. Ippolito, J. L. Lawrence, & C. Zaller (Eds.), Adolescent literacy in the era of the common core: From research into practice. Harvard Educational Press.

Gough, Philip B., & William E. Tunmer (1986). "Decoding, Reading, and Reading Disability." Remedial and Special Education: RASE, 7(1), 6-10. https://doi.org/10.1177/074193258600700104

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. Handbook of Early Literacy Research, 1, 97-110.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics approach. Erlbaum.

Scholes, R. E. (1985). Textual power: Literary theory and the teaching of English. Yale University Press.

Schwartz, R., & Lederman, N. (2008). What scientists say: Scientists' views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. https://doi.org/10.1080/09500690701225801

Shanahan, T., & Shanahan, C. (2012). What Is Disciplinary Literacy and Why Does It Matter? Topics in Language Disorders, 32(1), 7. https://doi.org/10.1097/TLD.0b013e318244557a

Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87.

‍

# data[].attributes.attachment_link.title
What can the simple view of reading teach us about disciplinary literacy?

# data[].attributes.attachment_link.description
According to the simple view of reading, reading comprehension is the product of students' word recognition ability and language comprehension. If students can decode well but don't understand the words, they won't comprehend the text. On the other hand, students with strong...

# data[].attributes.body
Set up a viewing for your school or community.

# data[].attributes.attachment_link.description
Follow us on Instagram (@righttoreadfilm) and Twitter (@righttoreadfilm) to join the conversation about The Right to Read!

# data[].attributes.attachment_link.title
The Truth About Reading [OFFICIAL TRAILER]

# data[].attributes.headline
Hildebrand Pelzer III: Unlocking Potential

# data[].attributes.subject
Hildebrand Pelzer III: Unlocking Potential

# data[].attributes.attachment_link.title
What incarcerated youth can teach teachers | Hilderbrand Pelzer III | TEDxDeerPark

# data[].attributes.attachment_link.title
20. Advancing Student Learning Through Complex Text Instruction | 2024 Literacy Symposium

# data[].attributes.headline
Sold a Story -- Must Listen (and share!)

# data[].attributes.subject
Sold a Story -- Must Listen (and share!)

# data[].attributes.attachment_link.readable_text
Sold a Story: How Teaching Kids to Read Went So Wrong

There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.
Sold a Story is an independent investigative journalism project from American Public Media. We rely on your donations to support this kind of rigorous reporting.
The controversial educational publishing company has sold instructional materials and professional resources in almost every state, earning at least $1.6 billion over a decade. Explore a map of school districts.

More states are now requiring districts to adopt curriculum that adheres to the science of reading. Look up the policy in your state.

At least 15 states have passed laws about how schools teach reading since the Sold a Story podcast was released in 2022, but there is pushback.

Here's a reading list put together by Emily Hanford.

This discussion guide, created by a teacher, invites educators, parents, community members and kids to have a conversation about the podcast.

Emails and voice messages poured in from people who listened to Sold a Story.

We'll let you know when we release new episodes of the podcast. Enter your address below.

# data[].attributes.attachment_link.title
Sold a Story: How Teaching Kids to Read Went So Wrong

# data[].attributes.attachment_link.description
There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read.

# data[].attributes.attachment_link.title
Diagnosed with dyslexia while incarcerated.

# data[].attributes.attachment_link.readable_text
Welcome to Black Literacy Matters

At the heart of Black Literacy Matters® mission is the recognition that Black Literacy Matters, and through a structured literacy lens, we aim to elevate society across all sectors. Our commitment is to empower Black children by providing structured literacy programs that nurture their foundational skills. By doing so, we believe in unlocking their full potential, fostering inclusive excellence, and contributing to a society where the benefits of literacy ripple through education, workforce, and every facet of life.

Black Literacy Matters stands out due to its commitment to structured literacy, empowerment, and societal impact. The mission uniquely combines a focus on foundational skills with a structured literacy lens, aiming not only to empower Black children but also to contribute to societal elevation across all sectors. The emphasis on inclusive excellence, unlocking full potential, and addressing systemic disparities sets Black Literacy Matters apart, making it a distinctive force in the pursuit of literacy improvement within the Black community.

# data[].attributes.attachment_link.description
At the heart of Black Literacy Matters® mission is the recognition that Black Literacy Matters, and through a structured literacy lens, we aim to elevate society across all sectors. Our commitment is to empower Black children by providing structured literacy programs that nurture their foundational skills.

# data[].attributes.headline
Teaching Reading To African American Children when Home and School Language Differ

# data[].attributes.subject
Teaching Reading To African American Children when Home and School Language Differ

# data[].attributes.body
A resource for teachers, education leaders, families and healthcare providers.

# data[].attributes.body
Open Source Information for teachers, education leaders, families and healthcare professionals.

# data[].attributes.attachment_link.description
Radically transforming language and literacy instruction so every child is on a path to deep reading. #LiteracyandJusticeforALL

# data[].attributes.body
The Science

# data[].attributes.attachment_link.title
How the Brain Learns to Read - Prof. Stanislas Dehaene

# data[].attributes.headline
University of Florida Literacy Institute

# data[].attributes.subject
University of Florida Literacy Institute

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.body
Teaching strategies and information to support reading instruction.

# data[].attributes.attachment_link.title
Reading Universe: All About Reading and Writing

# data[].attributes.attachment_link.description
Explore ready-to-use teaching strategies, resources, and concrete answers to common questions about teaching reading and writing -- developed by experts.

# data[].attributes.body
Reading passages for all students.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.attachment_link.title
Educate. Advocate. Legislate. - Decoding Dyslexia Oregon

# data[].attributes.attachment_link.description
Decoding Dyslexia Oregon is a non-profit organization that raises awareness, provides resources and advocates for the dyslexia community.

# data[].attributes.body
Here is an excerpt included with the course.

# data[].attributes.attachment_link.readable_text
In this self-paced course, we will work on how to improve literacy outcomes for older students who are reading below grade level. Participants in this course will have the opportunity to learn the research behind literacy accelerators that can propel reading progress, consider how to support students in rebuilding their academic confidence, and gain practical skills for how to implement these ideas to support students in regular classroom settings.
Who is this course for?
This course is designed for grades 4-12 ELA/Literacy teachers (or those who support them).
What can I expect?
This module's on-demand content includes readings, short videos, asynchronous discussion, and opportunities to apply this work to your own context.

If you'd like to do this course alongside colleagues - that's great! Plan to pace activities within the course for independent completion and then engage in discussion at a PLC or Zoom meeting.
How long do I have to complete the course?
This course will remain open from March 20th - May 15th, 2023
Will I get a certificate of professional learning hours?
If you complete all the learning and activities, you will receive professional learning certificates totaling 12 hours. Please reach out to your school district to ensure they will accept it.

# data[].attributes.attachment_link.title
Improving Reading for Older Students (Spring 2023)

# data[].attributes.attachment_link.description
In this self-paced course, we will work on how to improve literacy outcomes for older students who are reading below grade level. Participants in this course will have the opportunity to learn the research behind literacy accelerators that can propel reading progress, consider how to support students in rebuilding their academic confidence, and gain practical skills for how to implement these ideas to support students in regular classroom settings.

# data[].attributes.body
From Achieve the Core

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
From LETRS coursework.

# data[].attributes.attachment_link.title
Comprehension Planning Checklist (2) (2).pdf

# data[].attributes.body
1.  You can find courses on line.  Check out the Blosser Center.

2. Or directly through an OG Fellow.  I learned alongside Elizabeth Johnson who leads both a tutoring and teacher/tutor prep program at Edison High School.

3. 30 hours - In-Person with a Live Video Conference Option.

Cost: 1,040 (Required textbook and visual drill cards purchased separately.

3 Graduate credits are available at an additional charge.

# data[].attributes.headline
LETRS Language Essentials for Teachers of Reading and Spelling

# data[].attributes.subject
LETRS Language Essentials for Teachers of Reading and Spelling

# data[].attributes.body
Recommended for early literacy up to 5th grade.

# data[].attributes.body
Recommended for teachers of grades 4 -8.
Here is a sample bridge to practice on
morphology.