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For EL learners, I think this is critical to keep in mind regardless of age.

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for older learners--leverage what we know about learning science and sense of belonging! It's important that striving readers feel safe in their learning environments so they can engage

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Ensuring strong phonemic awareness is especially important in early grades.

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Understanding that older students may have to go back to the "basics" and creating a safe space to do so

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For older learners, we need to understand where they struggle with reading (i.e. phonology or meaning-making) and creating interventions that support them

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Truly providing differentiation of reading instruction for our lagging readers. Finding entry points for learning.

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Approach with grace and understand that everyone grabs information from their brain differently

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Lots of engaging read alouds to model fluent reading and the phonological components. For older readers, getting appropriately high-interest, easy readers for practicing skills.

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Implications - Instruction that helps students make connections between the parts of the brain that help students to read (e.g., should involve phonics).

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It will be important to support older learners with the foundational skills.

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Older students may not have the basics of reading (phonological awareness)

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Since our understanding of reading is learned through science/studies, we should take science-based approaches to instruction

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We need to activate all parts of the reading brain as we teach. We can consider practices through the lens.

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Ensuring that we are able to tap into the way in which our learners access reading neurologically.

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A bigger focus on phonemic awareness

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Instruction in early grades- requires consistent exposure and multiple methods of teaching