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A Teacher Friendly Guide to Reading Research.pdf

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Benefits of Decodable Books (bullet points)

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Benefits of Decodable Books (bullet points)

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Simple Words Books | Best Decodable Books for Striving Readers

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Benefits of Decodable Books - Simple Words Books | Best Decodable Books for Striving Readers

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Easy to read big-kids books for striving readers. Traditional chapter books can frustrate struggling readers who work hard to learn phonics skills their peers master easily.

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National Council on Teacher Quality (NCTQ)

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We have a literacy crisis in this country. Last year's NAEP scores found that more than one third of fourth grade students can't read at a basic level, and that rate climbs even higher for students of color, those with learning differences, and those who grow up in low-income households. This dismal data has nothing to do with the students and families, and everything to do with inequities in access to effective literacy instruction. But there is good news: Decades of research has resulted in a rich, robust understanding of how children learn to read. So what does this research say? Inspired by a conversation at a recent Barksdale Reading Institute Lunch & Literacy forum, researcher Dr. Reid Lyon developed a clear, concise summary of the research on how children learn to read. Here we share Dr. Lyon's "Ten Maxims," originally published by - Dr. Heather Peske Reading Universe. These maxims underlie NCTQ's own work to advocate for the science of reading in teacher preparation. By increasing understanding and adoption of scientifically based reading instruction, together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

Ten maxims: What we've learned so far about how children learn to read

By Dr. Reid Lyon

Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

This may seem like a fool's errand, because no set of maxims can fully convey the scope or the nuance of thousands of studies. I hope nevertheless that these maxims might be useful in crystallizing some of the most essential findings. In collaboration with some outstanding researchers and practitioners, I've compiled here a selective list of studies that underlie each of the ten maxims. The research behind the maxims addresses a wide range of individual differences in reading development, reading difficulties and reading instruction. Taken as a whole, the studies encompass children identified as having dyslexia and other learning disabilities as well as children who struggle with reading as a result of inadequate instruction. Many of the studies also include proficient readers.

Because these maxims are very broad, there is of course more to say about specific subpopulations of students with distinct strengths and needs. I encourage advocates for these students to formulate additional maxims that are not adequately covered by these first ten. Any additions should be in clear, consumer-friendly language and supported by cited studies that report relevant empirical findings.

The overarching message is that learning to read is a complex process involving multiple abilities, skills, and knowledge. Each is essential but none is sufficient on its own.

With that as prologue, here are my ten maxims:

1. Almost all children learn to speak naturally; reading and writing must be taught.

2. Literacy begins at birth. It is rooted in early social interactions and experiences that include regular exposure to oral language and print. Strong roots tend to produce stronger readers.

3. All good readers are good decoders. Decoding should be taught until children can accurately and independently read new words. Decoding depends on phonemic awareness: a child's ability to identify individual speech sounds. Decoding is the on-ramp for word recognition.

4. Fluent readers can instantly and accurately recognize most words in a text. They can read with expression and at an appropriate rate for their age. Reading fluency requires comprehension AND it supports comprehension.

5. Comprehension-the goal of reading-draws on multiple skills and strengths, including a solid foundation of vocabulary and background knowledge.

6. One size does not fit all: use student data to differentiate your instruction.

7. Direct, systematic instruction helps students develop the skills they need to become strong readers. Indirect, three-cueing instruction is unpredictable in its impact on word reading and leaves too much to chance.

8. These maxims apply to English Learners/Emergent Bilinguals, who often need extra support to bolster their oral language as they learn to read and write in a new language.

9. We should support students who speak languages or dialects other than General American English at home, by honoring their home language and by giving them expanded opportunities to engage with General American English text.

10. To become good readers and writers, students need to integrate many skills that are built over time.

This piece originated with the Barksdale Reading Institute's Lunch & Literacy forum and originally appeared on the Reading Universe website. Reading Universe is a joint project of the Barksdale Reading Institute, WETA/Reading Rockets, and First Book that provides free resources for educators and families.

About the guest author:

Dr. Reid Lyon, a neuroscientist and specialist in learning disorders, joined the faculty of Communication Science and Disorders at Northwestern University in 1980 where he also directed the neuropsychology laboratory. In 1983 Dr. Lyon was recruited by the Stern Center for Language and Learning in Burlington, Vermont where he served as the director of research. He also served as a clinical associate professor of neurology at the University of Vermont Medical School. From 1992 to 2005, Dr. Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network. After leaving the NIH, Dr. Lyon held distinguished scientist and distinguished professorships at the University of Texas, Dallas (neuroscience) and Southern Methodist University (educational leadership).

Dr. Lyon is the author and co-author of over 130 peer reviewed journal articles, books, and book chapters addressing developmental neuroscience, learning and reading disorders/dyslexia, and the translation of science into practice and policy. He also co-authored the definition of dyslexia used at the NIH and worldwide. Dr. Lyon received the NIH Director's Award twice. Once for his contributions to the neuroscience of learning and learning disorders. He also received the Vietnam Veterans of America Excellence in The Sciences Award for contributions to educating veterans about the neuroscience of Combat PTSD in 2013. Dr. Lyon, a former paratrooper and combat veteran, received the Bronze Star, the Combat Infantryman Badge among other combat awards during his 15th month tour in Vietnam including the 1968 Tet Offensive.

Additional contributors to this piece include: Jane Ashby, Louise Dechovitz, Linda Diamond, Jan Hasbrouck, Kari Kurto, and Julie Washington. With appreciation to Kelly Butler, Claude Goldenberg, and Noel Gunther.

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Ten maxims: What we've learned so far about how children learn to read by Dr. Reid Lyon

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Together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

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- TRACY WHITE WEEDEN, Ed.D., President and CEO, Neuhaus Education Center

" An accessible and appealing book that is chock-full of useful and doable strategies for building the foundation necessary for reading proficiency. Lindsay Kemeny has created a window into the what and how of effective instruction, while articulating the why that should drive the 'moves' of all reading teachers. "

" This book is pure gold! In what feels like a conversation with your most knowledgeable teacher friend, Lindsay Kemeny expertly weaves together reading research and practical suggestions for the classroom. 7 Mighty Moves should be required reading for teaching early literacy. "

- KATE WINN, teacher, structured literacy presenter, and host of IDA Ontario's Reading Roadmap Podcast

- PAM KASTNER, Ed.D., State Lead for Literacy, Pennsylvania Training and Technical Assistance Network (PaTTAN)

- STEPHANIE A. STOLLAR, Ph.D., founder of the Reading Science Academy

- ERNESTO ORTIZ, JR., Ed.D., senior literacy engagement specialist, AIM Institute for Learning & Research

- NANCY CHAPEL EBERHARDT, educational consultant and co-author of Sortegories and Syntax: Knowledge to Practice

- MARGARET GOLDBERG, teacher and co-founder of the Right to Read Project

"A university professor is a teacher of teachers. Lindsay Kemeny is a teacher's teacher. In 7 Mighty Moves , she invites us into her classroom and generously shares the what , how , and why in this accessible book that bridges the research-to-practice gap. School administrators will also find valuable information as they move in a new direction."

- FAITH BORKOWSKY, literacy consultant and author of Failing Students or Failing Schools? and the "If Only I Would Have Known..." series

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7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-to-3 Reading Success (The Science of Reading in Practice)

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In this no-nonsense guide, primary reading expert and classroom teacher Lindsay Kemeny shares seven ways K-3 teachers can modify what they are currently doing to transform their reading instruction. Each chapter focuses on a critical area of foundational reading-from the most efficient ways to te...

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The Six Shifts Where Science of Reading Meets Balanced Literacy. We provide resources, professional development, and literacy audits for busy literacy educators like you.

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Word Recognition (GENERAL): Formative Boxes

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Phonics Concepts Progression

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Morpheme Magic – Lessons to Build Morphological Awareness

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Teachers and students alike, will become captivated by words as they explore together the world of language and morphology, and build awareness of morphemes, the meaningful parts in words.

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These student assessments can be used to monitor student progress with phonological and phonemic awareness skills, and the results can be used to plan for instruction. The Heggerty Phonemic Awareness assessments are not required to teach the curriculum.
Please note: English assessments were updated August 2021 to align to the digital assessments now available on myHeggerty. For the previous version of the English assessments, please scroll to the bottom of the page and open the archive folder.
Pre-Kindergarten Assessments:

Progress Monitoring Assessments:
Progress monitoring assessments for individual phonemic awareness skills can be used to gather data about a students' progress. These assessments can be administered throughout the school year to students in Kindergarten, 1st or 2nd grade. Specific lessons from the Kindergarten and Primary curriculum are listed on each assessment, to assist teachers with planning for instruction.

↓ Initial Phoneme Isolation
↓ Final Phoneme Isolation
↓ Medial Phoneme Isolation
↓ Blending Syllables
↓ Blending Body Coda and Onset Rime
↓ Blending Phonemes
↓ Segmenting into Syllables
↓ Segmenting Onset-Rime
↓ Segmenting into Phonemes
↓ Adding Syllables
↓ Adding Initial or Final Phonemes
↓ Substituting Initial, Final, and Medial Phonemes
↓ Deleting Syllables
↓ Deleting Initial or Final Phonemes
↓ Deleting Initial Phonemes - Extra

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Phonemic Awareness Assessments & Lesson Plans | Heggerty

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Download free phonemic awareness assessments and lesson plans in English and Spanish for pre-k, kindergarten, and primary curriculums.

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Phonics Progression Sort - AISBudapest - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Bachelors Degree in Psychology

M.Ed. Curriculum & Instruction

22 years Lower Elementary Teacher

PYP coordinator, Curriculum Coordinator,Reading Intervention Teacher, EAL Teacher, Lit. Coach

Taught in: Ghana, Switzerland, Indonesia and USA

Loves: Hiking, Swimming, Laughing, Reading, Words... and Avocados

natashya@erinkentconsulting.com

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Wiley Blevins

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grades k-2: common causes of failure and 7 ingredients for success (corwin literacy)

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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english language - orthography and spelling

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phonics; phonics instruction; teaching phonics; phonemic awareness; reading comprehension

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reading - phonetic method - united states

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teaching methods & materials - reading & phonics

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native language: reading and writing skills

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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Amazon.com: A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy) (9781506326887): Blevins, Wiley W.: Books

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Louisa Moats

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For two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms.

Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language-fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including:

the history of the English language and its effect on spelling

English phonology, including speech sounds and their distinctive features

how print represents speech in English

the morphological aspects of words

syntax and its instruction

how meaning is conveyed with language

Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in preservice courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities.
WHAT'S NEW:

New and expanded practical content on the how of language and reading instruction

New and updated chapter exercises

New faculty support materials

More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention

More accessible, undergraduate-friendly tone and structure

Additional graphics to illustrate key concepts

NEW FACULTY SUPPORT MATERIALS! Support your instruction with a complete package of online companion materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints to accompany each chapter, PDF handouts for selected concepts, and a video demonstrating production of all the sounds in the English language. Learn more about the new edition! Watch the webinar recording

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speech to print: language essentials for teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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language development; language arts instruction; literacy; literacy instruction; language assessment; literacy assessment; teaching literacy skills; language arts teachers; language arts textbook; reading teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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Speech to Print: Language Essentials for Teachers

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Amazon.com: Speech to Print: Language Essentials for Teachers (9781681253305): Moats Ed.D., Louisa Cook, Brady Ph.D., Dr. Susan: Books

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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I'm Mark Seidenberg, a psychology professor at the University of Wisconsin-Madison. I was originally a psycholinguist but you could call me a cognitive scientist or cognitive neuroscientist and I'd be good with it.

I grew up in Chicago, and went to a few colleges but only Columbia gave me any degrees, including a Ph.D. I was a professor at McGill University and then at the University of Southern California before returning to the Midwest in 2001. I've conducted a lot of research on language and reading. Our lab website is http://lcnl.wisc.edu.

My reading research addresses the nature of skilled reading, how children learn to read, and the brain bases of reading and dyslexia, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. Recently I've been investigating the causes of chronically low reading among lower income and minority children-so-called "achievement gaps."

My language research focuses on determining what we know when we know a language, how we acquire this knowledge, and how it's used in comprehending language. Also how language compares to other human capacities, and to the communicative systems of other species

Language at the Speed of Sight (Basic Books, 2017) is a general audience book about the science of reading and its relevance to reading education.

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Amazon.com: Language at the Speed of Sight: 9781541617155: Seidenberg, Mark: Books

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Morpheme Magic – Lessons to Build Morphological Awareness

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Teachers and students alike, will become captivated by words as they explore together the world of language and morphology, and build awareness of morphemes, the meaningful parts in words.

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How the Brain Learns to Read - Prof. Stanislas Dehaene

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Many, many articles and resources

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Blog

The senior year for high school students and their parents can be an exciting time and a time of anxiety. For many, much anxiety focuses on the college application process. Some believe it is imperative to enroll in one of those colleges considered elite or "one of the best." Often this thinking is that an elite school will provide a better education than a non-elite one. This thinking is misguided....Read More

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When phonics instruction is done with high-leverage instructional practices, using interactive writing, and decodable texts, the impact is palpable and leaves plenty of time for other types of reading and writing experiences, imaginative play, and knowledge-building across the curriculum. Learn why this type of deliberate practice is essential in getting all of our children to decode and encode with automaticity....Read More

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I'm an elementary music teacher and I am going to describe a process for teaching songs that I frequently employ in my music lessons. I believe that it is a unique approach to song instruction and that it can be used for strengthening fluent reading in students...Read More

Read Two Impress is a synergistic reading intervention that combines the Neurological Impress Method (NIM), Repeated Readings, and Echo Reading. Essentially, read chunks of text with a student using NIM and stop frequently and have the student read each section aloud. Here are the steps in more detail....Read More

I'd spent my life teaching little ones to read and write with a clear focus on the struggler, and in a moment, I was one of them. Unable to even speak my own name, I started my journey unable to read a kindergarten-level book, had no recognition of the alphabet, and many preschoolers could surely write better than I could. I feel impassioned to share my deepened understanding of the process with teachers, especially those who struggle with becoming literate....Read More

In this media-driven world of fast messages and even faster decisions, we educators must create optimal learning environments that encourage mindfulness, playfulness, exploration, careful thought, and a sense of wonder and joy. These traits constitute the artistic nature of teaching. As my seventh-grade integrated language arts students would say, "You're making sure that your lessons are 'lit' (by placing the emphasis on literacy)."...Read More

This study evaluated a 12 week intervention delivered by regular teaching staff as a whole class, to assess whether it could make a difference for 8-9 year old children. The study included 103 students from two Local Authority schools and five teaching staff. ...Read More

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Abbey Galeza, conducted an action research project on the role of repeated singing/reading in her class of preschoolers. Findings from her study are quite promising. In addition to singing/reading being an enjoyable and community building experience, the children learned concepts of print, so important for early literacy development....Read More

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Building students' knowledge of word meanings is essential to their success in reading, writing, and content area learning. The Building Vocabulary series is a groundbreaking structured approach to developing your students' general and academic vocabularies for the present and future. ......Read More

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David L. Harrison writes poems for young readers and partners with authorities on early language and literacy development to create books to support classroom teachers. In this blog he gives six reasons why poetry is a powerful teaching tool...Read More

Herts for Learning (HfL) is an award-winning provider of products and services to schools and educational settings within and outside Hertfordshire...Read More

"Fast Start has been an amazing journey for our students, parents, and teachers...Read More

"My granddaughter, Helena has a rare syndrome......Read More

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"Tammy Noska learns about the Fluency Development Lesson during her work as a reading clinician at the Kent State University Reading Clinic....Read More

"What do solo and sole (as in "sole survivor") have in common?...Read More

"Activities and a special video from Tim Rasinski. Video link: https://go.tcmpub.com/rasinski-video ...Read More

"It's Poetry Month! Grab a favorite poem and immerse your students in it with these ideas to integrate repeated readings in an engaging way! ...Read More

"Start with "Winter", a season of cold and snow. ...Read More

"Start with "boy" another name for a young man. ...Read More

"Start with "pop" another name for a fizzy soda drink. ...Read More

"Veteran - Take away 4 letters to make the past tense of "run." ...Read More

"Start with "Quarter" - One fourth of an object; a coin worth 25 cents. ...Read More

"Start with "Touch" - To come into contact with someone or something. ...Read More

"Start with the word "Summer" - a time for sun, swimming and play. ...Read More

"Start with the word "Sham" - a word that means something that is fake or false. ...Read More

"Start with the word "Love" - the emotion celebrated on Valentine's Day. ...Read More

"Start with the word "King" - a ruler of a country....Read More

"Start with the word "Harbor" - a place of safety, usually for ships and boats...Read More

"Most of us can remember the traditional way of teaching vocabulary"...Read More

"Start with Foot - the part of our body we use for standing and walking."...Read More

"Here's a Halloween word ladder. Enjoy! Start with the word "trick"...Read More

"I recently visited the National Art Museum and Portrait Gallery in Washington DC."...Read More

"Start with Hurricane - a large and sever tropical storm in the Atlantic Ocean."...Read More

"Let's start with sun, our star that gives us warmth"...Read More

"With vacation time rapidly approaching, here's a quick lesson to help your students expand their vocabulary and learn a bit more about the English language."...Read More

"Start with Spring, the season where April showers bring May flowers"...Read More

"Let's start with May, the fifth month of the year"...Read More

"Let's start with April, the fourth month of the year"...Read More

"Let's start with a word that describes our Earth and all the large bodies in the solar system"...Read More

"Let's start with a word the famous spring Holiday"...Read More

"April Showers bring May Flowers." One of the meanings for shower is a type of rain."...Read More

"Hello Everyone - here's a word ladder that you can do with your students on the first day of April. Word study can be fun!..."...Read More

"Besides being the name of month, the word "March" refers to a particular way of walking (in unison as a group)..."...Read More

"Let's start with a word that describes an animal that roars..."...Read More

"Let's start with a word that describes the man who can leap tall buildings and is faster than a locomotive..."...Read More

"Start with the top word and guide your students to make a series of new words..."...Read More

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"Here's a Word Ladder to share with your students on the first day of school! Feel free to add to or change the clues. Go from top to bottom"...Read More

"I am a self-proclaimed and unapologetic lexophile, word nerd, or vocabulary zealot! I love words! I love to learn about how words came to be; I love the fact that some words have the same spelling but varied pronunciations and meanings while other words may have the same pronunciation but different spellings; and I love how words can be used to convey facts, tell a story, or elicit emotion"...Read More

"A few years ago several colleagues and I were engaged in a study of reading fluency in high school students. Our study involved having ninth-grade students from a local urban high school read orally a relatively short informational text. Our intent was to check their reading rate (words read correctly per minute) to see if fluency may be an issue that is causing students difficulty in their reading. Our findings confirmed our hypothesis. Many 9th graders experienced difficulty in fluency and this appeared to be a contributor to their reading difficulties..." Read More

"November is one of my favorite times of year. Despite the weather getting increasingly colder and the threat of winter weather on the horizon, I view November as a time for nesting, when family and friends often come for visits. During these visits it is not unusual to bring out a board or card game...Read More

"Teaching Is Joyous Work: It's early September and school has begun or will begin soon for teachers, principals, and other educators. I certainly believe that teaching is a joyous profession; however, it is also a profession that requires lots of work. Thankfully, Labor Day rolls around on the first Monday in September and gives teachers a chance to take a quick breather. Here's a word ladder I did that connects work to labor..." Read More

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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education.

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40 pg Presentation--user friendly!

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UFLI Passages
Flyleaf Publishing
Beyond Decodables
Text Project
Speld Phonic Books
Open Source Phonics (Passages)
Core Knowledge Student Readers
The Measured Mom-Fiction  Nonfiction

Other decodable books to purchase

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High Noon Series

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Phonics-based decodable readers give students opportunities to practice decoding while reading engaging stories and subject matter. Books in these series progress according to specific phonics skill levels, and can be used for guided instruction or independent reading.

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#2 Small Group Decision Making - Word Recognition & Fluency

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Simple Words Books | Best Decodable Books for Striving Readers

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Home - Simple Words Books | Best Decodable Books for Dyslexic Readers

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Simple Words Books offers Decodable Chapter Books and Readers for DyslexicReaders. Big-kid books that reduce traditional chapter book frustrations.

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Testing Manual/Test Directions (should read first!)
Printable Texting Booklets/Student Materials

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Shifting the Balance 3-5_ Shift 1 Intentional Knowledge Building

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Adams, G.N. and Brown, S. (2003). The Six-minute solution. Longmont, Colo.:Sopris West.

Brophy, J.E. (1988). Educating teachers about managing classroom and students. Teacher and Teacher Education 4(1), 1-18.

Campbell, K. (1996). Great Leaps Reading Program.

Hasbrouck, J.E., Ihnot, C., and Rogers, G.H. (1999). "Read Naturally": A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38.

Heibert, E.H. (2003). Quick reads. Parsipanny, N.J.:Pearson Learning.

Ihnot, C. (1991). Read naturally. Read Naturally:Minneapolis, Minn.

National Institute of Child Health and Human Development (NICHD) (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, D.C.:U.S. Government Printing Office.

Osborn, J. and Lehr, F. (2004). A focus on fluency. Honolulu: Pacific Resources for Education and Learning.

Pikulski, J.J. and Chard, D.J. (2005). Fluency: Bridge between decoding and comprehension. The Reading Teacher, 58(6), 510-519.

Rasinski, T. (2006, April). Reading Fluency Instruction: Moving Beyond Accuracy, Automaticity, and Prosody. The Reading Teacher, 59(7), 704-706.

Read Naturally (2002). Reading fluency monitor. Minneapolis: Author.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York:Alfred A. Knopf.

Snow, C.E., Burns, M.S., and Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, D.C.:National Academy Press.

Stahl, S.A. and Kuhn, M.R. (2002). Making it sound like language: Developing fluency. The Reading Teacher, 55, 582-584.

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What should fluency instruction look like? And what can teachers do to help students whose fluency is far behind their peers'? This article can help practitioners effectively use fluency-based assessments and select instructional practices.

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G1 Example with nonfiction text - Sounds

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G1 Example with nonfiction text - Sounds

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The Six Shifts

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Multi-Year Morphology Plan Example - The Six Shifts.pdf

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AISB Grammar Inquiry - Verb/Noun Agreement - Google Jamboard