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Le document de référence dans le domaine de l'enseignement de la lecture - Teaching Reading Is Rocket Science - a été publié par Dr. Louisa Moats en 1999, et révisé en 2020

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Le document de référence dans le domaine de l'enseignement de la lecture - Teaching Reading Is Rocket Science - a été publié par Dr. Louisa Moats en 1999, et révisé en 2020

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The authors of IDAPEL® at Acadience Learning are pleased to announce the continued research release of IDAPEL for research partners for the 2022-2023 school year. IDAPEL is a series of French-language formative measures designed to assess the early literacy skills of students learning to read in French in grades K through 5. IDAPEL assesses the fundamental early reading skills of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, and text comprehension.

As diagnostic tools, the IDAPEL measures are sensitive to student growth over time, and facilitate the early identification of students who may be at risk of insufficient reading gain. The measures are time efficient and easy to use, and invaluable for progress monitoring student skill, and for evaluating student response to intervention.

The measures are currently being used with French-language native speakers and students enrolled in French-language immersion programs. Preliminary benchmark goals have been established for native French-speaking students learning to read in French as their native language. We continue to analyze data collected with French immersion students for the purpose of establishing benchmark goals for this population of students.

IDAPEL is available to participating research release partners. The IDAPEL assessments materials are available to participating sites for free download through the Acadience Learning website. Participating sites are responsible for printing copies of the testing materials as needed.

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IDAPEL Research Release | Acadience Learning

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The authors of IDAPEL® at Acadience Learning are pleased to announce the continued research release of IDAPEL for research partners for the 2022-2023 school year. IDAPEL is a series of French-language formative measures designed to assess the early literacy skills of students learning to read in French in grades K through 5.

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Really Great Reading believes that every student has the right to appropriate, high-quality, foundational-skills reading instruction. We are focused on preventing and remediating decoding weaknesses in students in all grades (and even adults). We provide educators with the tools and knowledge to teach all students (not just those who learn easily) to read.

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We're excited to announce the launch of the Acadience Help Center!

Find the answers to your questions about Acadience assessments, data services, and more with our new searchable Help Center.

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Unlocking Potential. Changing Lives. | Acadience Learning

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Acadience Learning exists for a single reason: to improve outcomes. We help realize the potential of every student, every teacher, and every school.

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According to the National Assessment on Educational Progress (NAEP) Reading Assessment -also known as the nation's report card-average reading scores for both fourth and eighth graders were lower in 2019 than 2017. In addition, there have been no significant improvements for grade 8 students since 2009.

The good news? Literacy experts aren't shying away from having meaningful conversations about how to reverse this trend. And there are things we can do about it.

Conversation starter

NAEP's data, released in October 2019, created fodder for an ongoing national conversation among literacy experts and practitioners about the science of reading instruction and its implementation, or lack thereof, in schools. So in late January, both the Council of Chief State School Officers (CCSSO) and NWEA hosted panels of esteemed reading experts.

How can we reach children not primed for reading and in need of more explicit instruction and interventions once they've reached higher grades?"

Among them was Emily Hanford, a reporter who has worked to shed light on how our schools are failing kids with dyslexia, communicate the facts about the role of cognition in learning to read, and debunk the myths behind disproven theories of reading instruction. Sue Pimentel, founding partner of Student Achievement Partners (SAP), attended the NWEA panel. She was recently interviewed about SAP's new report on popular US early literacy curricula for an episode of the podcast.

At both panels, we had transparent dialogue about strategies to overcome the misconceptions surrounding flawed theories of reading instruction and move toward a robust national implementation of literacy practices grounded in the science of reading and cognition. Many important questions came up during all of these conversations, but the one that stuck with me the most is this one: How can we reach children in need of more explicit instruction and interventions once they've reached higher grades?

The case for a different approach

How to meet struggling older readers where they are is an underdiscussed and misunderstood challenge facing school improvement leaders and literacy coaches.

Research indicates that phonological awareness and phonics typically continue to develop in readers beyond first grade. We don't usually teach those skills much past first grade, however, and students often move on to subsequent grades whether they've mastered phonological awareness and phonics or not. In fact, a recent national survey of educators released by EdWeek elucidated a common misconception about the role phonics plays in becoming a fluent reader: "More than half of survey respondents say it is possible for students to understand written texts with unfamiliar words even if they do not have a good grasp of phonics."

How to meet struggling older readers where they are is an underdiscussed and misunderstood challenge facing school improvement leaders and literacy coaches."

The science of reading disagrees. It suggests that learning to read fluently requires attention to letters and letter sounds and how they connect in text.

Students become fluent readers, including attention to their rate, pace, and prosody, by practicing reading without stopping frequently to sound out words. If students are challenged with on-grade-level texts even when they're not ready for them, per many of the curriculum shifts in the CCSS and related state standards, older readers who haven't mastered phonological awareness and phonics will almost certainly be faced with difficulty.

Expert David Kilpatrick explains that these students will "struggle to connect parts of spoken language to their alphabetic forms" when they encounter multisyllabic words in more complex texts. Traditional phonics instruction simply won't prepare them to access longer words that require more complex decoding strategies.

[O]ur current system for teaching reading [...] is designed to serve students who come from homes filled with books and family members who have the time and resources to prioritize reading at home."

To address this issue there are two areas of phonics-related instruction that can help older students: multisyllabic word reading and structural analysis. Education leaders, reading specialists, and upper elementary and middle school teachers need to apply strategies like these into reading interventions to better help older struggling readers.

Make multisyllabic reading and structural analysis part of your practice

Multisyllabic decoding is a reading strategy in which students break words into syllables and identify the vowel patterns in each syllable to read the word. Structural analysis is similar, but instead of breaking words into syllables, students focus on specific word parts, like prefixes, stems, and suffixes.

The step-by-step process for teaching using these methods can be found in many online instructional resources. Here are some useful strategies that will help you tackle these lessons:

Work in small groups so you can give students as much explicit instruction as necessary

Make tools like whiteboards, sticky notes, markers, and highlighters available so students can truly work with words

Double-check understanding of syllables by having students count the number of syllables in words

Make the common syllabic vowel patterns visible so students can use them when decoding and blending syllables

Read and repeat each word aloud to students and have them read it back to you

Follow the order of operations to decode a word: Underline each vowel that makes a sound. Chunk the word into syllables. Circle prefixes and suffixes. Read each syllable independently. Scoop each syllable with a pencil and blend. Check for accuracy

Shift the paradigm

In so many ways, our current system for teaching reading-from teacher preparation to curriculum and assessment-is designed to serve students who come from homes filled with books and family members who have the time and resources to prioritize reading at home. The reality is that many underserved students can't reap the benefits of homes like these. And when serious reading challenges, like dyslexia, develop, their families are much less likely to be able to afford the additional support that is needed.

Let's use the science available to us to approach reading instruction in a more equitable way: a way that meets struggling readers where they are, no matter their age or background, and makes it easier for all students to become confident, competent, lifelong readers.

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Literacy experts aren't shying away from having meaningful conversations about how to reverse this trend. And there are things we can do about it.

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Providing Reading Interventions for Students in Grades 4–9

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Providing Reading Interventions for Students in Grades 4–9

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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

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Interactive Resource on Science of Reading

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Interactive Resource on Science of Reading

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Providing Reading Interventions for Students in Grades 4–9

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Providing Reading Interventions for Students in Grades 4–9

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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

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Right to Read inquiry report | Ontario Human Rights Commission

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On October 3, 2019, the Ontario Human Rights Commission (OHRC) announced a public inquiry into human rights issues that affect students with reading disabilities in Ontario's public education system. The Right to Read inquiry, which focused on early reading skills, found that Ontario's public education system is failing students with reading disabilities (such as dyslexia) and many others, by not using evidence-based approaches to teach them to read.

The Right to Read inquiry report highlights how learning to read is not a privilege but a basic and essential human right. The report includes 157 recommendations to the Ministry of Education, school boards and faculties of education on how to address systemic issues that affect the right to learn to read. The report combines research, human rights expertise and lived experience of students, parents and educators to provide recommendations on curriculum and instruction, early screening, reading interventions, accommodation, professional assessments and systemic issues. Implementing the OHRC's recommendations will ensure more equitable opportunities and outcomes for students in Ontario's public education system.

More resources

Attachments

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On October 3, 2019, the Ontario Human Rights Commission (OHRC) announced a public inquiry into human rights issues that affect students with reading disabilities in Ontario's public education system. The Right to Read inquiry, which focused on early reading skills, found that Ontario's public education system is failing students with reading disabilities (such as dyslexia) and many others, by not using evidence-based approaches to teach them to read.

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Structured Literacy training - The International Dyslexia Association Ontario Branch

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The International Dyslexia Association Ontario Branch

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IDA Accredited Training Programs
(Click here to read more about IDA Accredited Training Programs)
AIM Institute for Learning & Research® PATHWAYS to Proficient Reading - Literacy Instruction in a Revolutionary Platform.

AIM PATHWAYS™ provides easy to access, evidence-based learning opportunities for teachers to benefit struggling readers. AIM PATHWAYS ™ is a research-driven, digitally-delivered learning tool that teachers can learn, practice, and apply in their classrooms. The program puts diagnostic and prescriptive tools at your fingertips with on-demand, mobile-friendly access, and connects you with IDA Knowledge and Practice Standards. Future courses on Structured Literacy (OG approach), writing, comprehension, and assessment are in development.
LETRS (Language Essentials for Teachers of Reading and Spelling)
LETRS professional development is now available online. LETRS addresses the structures of the English language, the cognitive processes of learning to read, and the teaching practices have proven to be most effective in preventing and remediating reading difficulties, including dyslexia.
The Reading Teacher's Top Ten Tools
This is an online program (approximately 40-45h) that consists of 10 "Tools": Knowledge, Oral Language, Phonemes, Phonics and Spelling, Vocabulary, Comprehension, Fluency, Writing, Read Alouds, and Collaboration. There is also a version of the course, with additional requirements, that has been accreditated by the IDA. Developed by Dr. Deb Glaser, an author and co-author of the LETRS© Modules, Foundations: An Introduction to Language and Literacy (L. Moats) and ParaReading: A Training Guide for Tutors. Other publications include Reading Fluency: Understanding and Teaching this Complex Skill (with Dr. Jan Hasbrouck) and Next STEPS in Literacy Instruction: Connecting Assessment to Effective Interventions (with Susan Smartt, PhD).

Other training
The Big Dippers
A short course (10 hours) on the Science of Reading. It was developed by a coalition of reading experts to give practitioners critical information about what comprises the reading process and lays a solid conceptual and practical foundation for how to teach reading.
M indPlay Comprehensive Reading Course For Educators
A 40-45 hour in-depth professional development course (with a downloadable manual) that provides a series of modules with activities and expert videos to increase educators' understanding of how to provide instruction in:

Phonological awareness

Reading and spelling development

Phonics fundamentals for reading and spelling

Advanced phonics concepts

Fluency

Grammar

Vocabulary

Reading comprehension

CORE Online Reading Academy
Access to the content is available for 1 year.
Cox Campus Education Courses for K-3
The Online Elementary Reading Academy, based on the science of reading, takes the best of CORE's nationally acclaimed Teaching Reading Sourcebook and packages it into a facilitated, seven-module asynchronous, online course. The course teaches educators the five essential components of reading instruction with clear and explicit models immediately applicable to the classroom.
Neuhaus Education Center
This includes 7 free short courses (1-2.5h each) including topics such as early literacy, systematic and explicit phonics instruction, meaingful read-alouds, targeted small group instruction, and student assessment.

Neuhaus Education Center offers a number of online literacy courses. They also offer an online Literacy Interventionist Program that is IDA accredited (with a practicum).

Project Read (Language Circle Enterprises)

Project Read is a language arts curriculum that includes phonics & linguistics, reading comprehension, and written expression. They offer live and recorded webinars for each of these strands.

Reading Rockets 101 A Guide to Teaching Reading & Writing

Reading 101 is a free, self-paced professional development course for K-3 teachers, developed by Reading Rockets. The program provides teachers with an in-depth knowledge of reading and writing so they are prepared to guide their students into becoming skilled and enthusiastic readers and writers. Modules include print awareness, phonological and phonemic awareness, phonics, fluency, vocabulary, spelling, comprehension, writing, and assessment.

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Structured Literacy training - The International Dyslexia Association Ontario Branch

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Please note: IDA Ontario does not endorse or recommend any specific programs. We provide this list to help you find training options but each person must do their own research to find a training option that meets their needs. Structured literacy training in Canada Expand Consult our Professional Directory for a list of Structured Literacy [...]

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Teaching The Foundations So Every Child Can Read
Live Virtual Book Study Available - Click Here
This book is written for anyone concerned about the poor reading results of America's students, from teachers looking for real strategies to use in their classrooms to parents trying to be better advocates for their children. When more schools use the right approaches for beginning reading, all children will benefit. Know Better, Do Better teaches you exactly how to do it.

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Teaching The Foundations So Every Child Can Read Live Virtual Book Study Available - Click Here This book is written for anyone concerned about the poor reading results of America's students, from teachers looking for real strategies to use in their classrooms to parents trying to be better advocates for their children.

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West Virginia Phonics Free Lessons - you need to log in

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West Virginia Phonics Free Lessons - you need to log in

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The Decoding Dragon Are you sick of all those so-called 'balanced literacy' animals trying to teach children to guess? You know the ones: Skippy Frog, Eagle Eye, Flippy Dolphin, Tryin' ... Free Downloads Read More "

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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.

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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.

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‎Melissa and Lori Love Literacy on Apple Podcasts

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Melissa and Lori Love Literacy ™ is a podcast for educators interested in learning more about the science of reading, knowledge building, and high quality instructional materials! Join Melissa and Lori as they learn about new ways of thinking about how to teach reading and writing. Most of their experience has been in the classroom from primary through high school, but they also have experience at district and state leadership levels in literacy. Guests include school-based educators and leaders, district leaders, literacy researchers and experts, and passionate parents and community members. Website: www.literacypodcast.com

Melissa and Lori Love Literacy ™ is a podcast for educators interested in learning more about the science of reading, knowledge building, and high quality instructional materials! Join Melissa and Lori as they learn about new ways of thinking about how to teach reading and writing. Most of their experience has been in the classroom from primary through high school, but they also have experience at district and state leadership levels in literacy. Guests include school-based educators and leaders, district leaders, literacy researchers and experts, and passionate parents and community members. Website: www.literacypodcast.com

More confident teacher

I am grateful for the things that I learn from this podcast that help me be a more confident teacher.

Very informative-thank you!!

I love this podcast, specifically Episode 150 with the focus on secondary learners! As a high school remedial ELA teacher, I appreciate Melissa and Lori taking the time to shine the spotlight on literacy needs at the secondary level, a group majorly overlooked by research and intervention programs (aside from Dr. Archer's REWARDS). I would greatly appreciate additional podcasts focused on secondary students, ones that really hone in on multisyllabic decoding, and eventually, reading comprehension. Although these skills need to be taught similarly to primary reading intervention, my students are young adults that need the strategies taught to them in a more age-appropriate way. Building a classroom culture of acceptance and support really doesn't cut it with teens living on the street or on drugs.

Thought Provoking

The speakers that these ladies have on their show always leave me thinking about how I can improve my instruction and implement all the things they talk about. I love how Melissa and Lori put themselves in the teacher's position and ask the questions teachers would have. Every episode is applicable, and I have huge takeaways from each. Thank you for all of the work you put in to making this podcast amazing.

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‎Melissa and Lori Love Literacy ™ on Apple Podcasts

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Melissa and Lori Love Literacy ™ is a podcast for educators interested in learning more about the science of reading, knowledge building, and high quality instructional materials! Join Melissa and Lori as they learn about new ways of thinking about how to teach reading and writing. Most of their exp...

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Teaching reading is rocket science L Moats

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We provide a wide variety of instructional materials for your classroom such as Kid Lips and Phoneme/Graphem Cards.

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Listen to Dr. Kathryn Garforth and her guests as they discuss ways to support children's #RightToRead. These conversations provide information for educators and advocates about: - how the brain learns to read - best practices for reading instruction - creating change at various levels It is time for schools around the world to move away from a balanced literacy approach to reading instruction.

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Align Instruction with the Science

TX Reads provides teachers with information about the science of reading. Resources can be difficult to find and many instructional materials do not fully align with the science, which is confusing to educators and parents. TX Reads will continue to add update this library. Please visit this page again.

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TX Reads provides teachers with information about the science of reading. Resources can be difficult to find and many instructional materials do not fully align with the science, which is confusing to educators and parents. TX Reads will continue to add update this library. Please visit this page again.

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Science of Reading - Foundational Reading Skills

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Science of Reading: Your guide to making the shift

The Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. To easily understand the complex combination of skills that result in reading fluency, there are two main frameworks: The Simple View of Reading and Scarborough's Rope.

We've disseminated all the research into practical pedagogical strategies you can implement in your classroom today.

Your middle schoolers need to build strong foundational skills and an academic knowledge base that will prepare them for success in high school and beyond. Find out how the Science of Reading can help.

Insights

Hear, watch, and read expert insights that will help you transform your district with the Science of Reading.

1. 1. Subscribe to Science of Reading: The Podcast.

2. 2. Follow our Science of Reading blog.

3. 3. Join our Facebook community.

4. 4. Watch our Science of Reading webinars.

5. 5. Sample our programs based on the Science of Reading.

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Science of Reading - Foundational Reading Skills

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Science of Reading: Your guide to making the shift The Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. To easily understand the complex combination of skills that result in reading fluency, there are two main frameworks: The Simple View of Reading and Scarborough's Rope.

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New method called HEART WORDS

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A New Model for Teaching High-Frequency Words

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Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

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EN Effective Early Reading-Ministry of Ontario

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Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Blending Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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Science de la lecture - Français et French Immersion

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Ce groupe se veut un lieu d'échange et de partage pour les éducateurs et les parents qui sont intéressés par sur les sujets de la science de la lecture et de la littératie structurée, spécifiquement...

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The Reading League's mission is to advance the awareness, understanding, and use of evidence-aligned reading instruction. We advance our mission by collaborating with schools to plan and enact long-term professional development initiatives, publishing a peer-reviewed practitioner , and holding an Annual Conference. The Reading League works to translate key findings from the science of reading into useful knowledge and skills that educators can apply in their classrooms.

Read our complete Position Statement on the Science of Reading.

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The Science of Reading aims to build a community of diverse stakeholders to empower educators to better support learners.

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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Word walls. They've been around for as long as most of us can remember. I can clearly recall those hot August days, standing on a desk or a chair reaching for the bulletin board hoping there was enough space to staple all 26 letters ... who needs xyz anyway?

I loooooveed my word wall. It played a very important role in my classroom and I truly believed I was helping students learn to read and write words. We would learn 5 new words each Monday. During the week we would chant the letter names, frame the words, play games and on Friday I would assess students and we would place the new words on the word wall. As we placed the new word on the word wall, we would listen for the first sound in the word, find that letter and staple the new word on the word wall.

Now, did that process always work? Not exactly. Many times, a word would begin with a letter that didn't make the sound we heard. For example, listening to the word 'she', we heard /sh/, not /s/ or the word 'know', we heard /n/ not /k/. The word 'our' or 'hour'? Forget it. I would explain these words were "rule breakers" - we needed to "know them by heart/sight" and not sound them out.

While my word wall was interactive and added to throughout the year, I saw many classrooms with a word wall that was more like wallpaper than a learning tool. I truly believed my word wall and the practice students were engaging in was helping them become strong readers and writers. Little did I know how wrong I was! Asking students to recall how to read and spell a word based on letter names rather than sounds was like asking them to memorize a suggested password. There is nothing to anchor the learning, and that's not the way our language works.

What is a word wall?

A word wall is organized alphabetically using all 26 letters of the alphabet. We place "sight words" or "high-frequency words" (and sometimes even content words) under each letter based on the first letter of each word. We sometimes frame the word, talk about "tall letters, letters that fall" and so on. Sometimes we add to the word wall throughout the year, teaching students to chant words by letter names and other times we just place a bunch of words on the wall at the beginning of the year and we don't do much with the word wall at all.

When we think about a word wall, it is driven by the teacher's point of view. As teachers, we know and understand all of the different spellings of sounds, and so we place the words under the letter a word begins with because we can locate the words that way. This isn't the case for students. If students do memorize a word, they are able to read and spell only that word. The process does not help students learn to read new, unfamiliar words.

Working with word walls is print to speech. We find the print/letter first and then we match the sound. Our language is speech to print. We hear speech sounds before we learn to match the sounds to a particular letter or letter patterns. For example, a child can hear the 2 sounds in the word know (/n/ /o/) before he/she can use 4 letters to spell the word know. This may be why Word Walls are often abandoned in classrooms, taking up space, looking pretty, but not really being used. As Dr. Tracy Weeden said so well, "We have to strategically abandon what's not working." - and word walls don't work.

Organized A-Z, alphabetical

Organized by speech sounds

Teacher POV

Student POV

Print - Speech

Speech - Print

Dependent upon teacher support

Independent

Focused on letters

Focused on phonemes and articulation

Focused on one word

Focused on transfer of skills to multiple words

So, how do we support students learning those tricky words or high frequency words? The answer is Sound Walls. Not only do sound walls support students with learning high frequency words, they support students in retaining and learning to read unfamiliar words on their own. A sound wall does the work of matching our articulation of speech sounds/phonemes to the letters/graphemes that represent those sounds. The English language has 44 speech sounds/phonemes, 26 letters to represent those sounds/phonemes and over 200 different ways to spell those sounds! When we think about the way our learners perceive the words they hear in speech, a sound wall makes sense.

What is a sound wall?

A sound wall supports students by focusing on the articulation of sounds/phones and the various letter/letter patterns that represent the sounds/phonemes in words. This is important because when we hear language, we hear words as whole units. The sounds/phonemes in words are co-articulated. We don't /s/ /p/ /e/ /k/ in phonemes. Speaking is natural and something we can learn to do by being immersed in language. However, reading is not natural. We need to explicitly teach students to hear the individual phonemes in the words they hear in language. We also need to assist them in producing the individual phonemes in words. Helping students recognize the way their mouth feels and looks when producing sounds will help them connect speech to print.

When we listen for the phonemes in a word, we can use a sound wall to identify the different ways to spell the sounds. For example, the word 'know' on a word wall would be placed under the K. However, on a sound wall, a student could listen for the sound /n/, find that sound organized by the articulatory gesture and identify the ways to spell that sound: n, kn...even gn or pn. While those spellings of the sound /n/ may not be as frequent, we are supporting our learners and giving them tools to apply these spelling to new words.

When viewing sound walls you will often find pictures of students' mouths next to each sound. This helps clue students in to what their tongue and mouth are doing when producing a sound. This is how learners perceive the sounds in the words they hear. They pay attention to the way their mouth feels, looks and acts when producing sounds. This helps them concretize and connect the sounds they hear with the print that represents them.

A sound wall is organized by the place and manner of articulation. You will often see two walls in a classroom. One wall for consonants, supporting students in thinking about the individual sounds they hear in words. The second wall for vowels, visually represented in the shape of a valley to mimic the change in position of our mouths and shift in our jaw when producing the vowel sounds. While we only have 5, sometimes 6 vowel letters, those letters represent 18 vowel sounds. Students are explicitly taught how to hear the different types of sounds, as well as to recognize voiced and unvoiced sounds.

These specifics are keys to helping students connect the phonemic awareness skills to print. This process allows students to navigate a sound wall independently. They can hear the sound, feel it on their mouth and locate the spelling. A sound wall is created from the student point of view rather than the teacher's. This instructional tool creates opportunities for students to learn many words by transferring the knowledge of sound-grapheme correspondence to many words, rather than just one, as is often the case with word walls.

Manners of Articulation

Explanation

Example Sounds

Stop/Plosive

Puff of air, blockage in some part of the mouth. Cannot continue or stretch the sound.

Nasal

Sound passes through the nose.
"Try pinching your nose and saying the sound /m/."

Fricatives

Friction is caused through lips, air, tongue or teeth. Can often be described as a hissing sound.

Affricates

Begins as a stop but releases as a fricative.

Glides

Sound glides into another phoneme, making it hard not to add the schwa onto the end: /yu/, /wu/

Liquids

Tongue causes partial closure of the mouth. Push of air can cause liquid to move throughout the mouth.

Example of a vowel valley sound wall

Example of a consonant sound wall

Sound walls and remote learning

Sound walls are more effective in supporting students reading and spelling. However, they are especially helpful during times like COVID. We know many teachers are teaching virtually or in-person wearing masks. It can be challenging to help students hear and pronounce the correct sounds virtually or through a mask. A sound wall provides visuals and is organized by manner of articulation. If students can't see the teacher's mouth through a mask, they can see a visual on the sound wall. When teaching virtually, students can see their mouths in Zoom or Google Meet and match their articulation with the visual provided by the sound wall. Zoom, Google, etc. can act as a mirror.

As educators and parents, we all want what is best for students. We always act in the best interest of our students and teach what we believe to be effective and essential. What we also know is, many of us were not prepared to do the work we are being asked to do. There are many practices I look back on and wish I could go back and change. I am committed to continue learning and growing, and with that comes change. I hold fast to the #knowbetterdobetter motto. If you are reading this blog and thinking of all of the years you have used a word wall, don't feel bad - instead, now that you know better, do better.

If you are interested in learning more or want to know how to create and use a sound wall as an instructional tool, Mary Dahlgren has mastered this work! Check out her many resources below:

Note: This article was originally published by Heggerty Phonemic Awareness on their blog. You can access the original blog post here: Why Make the Switch? Transitioning from Word Walls to Sound Walls.

About the author

Marjorie has had the privilege of working as a classroom teacher, reading specialist, literacy coach, administrator, and adjunct professor for the Reading Specialist program at DePaul University in Chicago. When she's not reading about reading, Marjorie loves to re-enact "Nailed It" baking challenges with her 2 kids and husband.

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Transitioning from Word Walls to Sound Walls

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Sound walls support students with learning those tricky high-frequency words. They also support students in retaining and learning to read unfamiliar words on their own. A sound wall does the work of matching our articulation of speech sounds/phonemes to the letters/graphemes that represent those sounds.

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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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.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: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.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.

Filling a critical gap in teacher preparation courses,

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

how
Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into 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!

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Speech to Print: Language Essentials for Teachers

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Speech to Print: Language Essentials for Teachers : Moats Ed.D., Louisa Cook: Amazon.ca: Books

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Resources from IMSE | Twitter, Instagram, Facebook | Linktree

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Academy of Orton-Gillingham Practitioners and Educators

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Orton-Gillingham Academy or OGA offers training, certification, accreditation, resources for dyslexia and dyslexic students.

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Instruction for Students with Dyslexia

Wilson Reading System ® (WRS) is the flagship program of Wilson Language Training ®and the foundation of all other Wilson ® programs. The Tier 3 Structured Literacy (SL) program is based on phonological-coding research and Orton-Gillingham principles.

Everyone Deserves To Learn To Read

By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

Based on more than three decades of data, WRS is designed for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.

Student focus

All students in grades 2-12 and adults who are not making sufficient progress in intervention or who may require more intensive instruction due to a language-based learning disability/dyslexia

Group Size

Small group (ideally up to 4 students), one-to-one

Lesson Length

One full lesson consists of all 3 Blocks of instruction (approximately 30 minutes to complete each Block); minimum of two complete lessons per week

Setting

Special education classroom, resource room, literacy center, adult education

Instructor

WRS Level I Certified Wilson ® Dyslexia Practitioner (W.D.P.) or WRS Level II Certified Wilson ® Dyslexia Therapist (W.D.T.)

Professional learning & support

● Wilson Academy ®/WRS Learning Community (online)

● Program workshops and instructor-led courses

● In-person and online courses on intensive instruction

● Basic and advanced word study

● WRS Level I and II Certification with practicum observations and implementation seminars

● Sustainability plans

Overview of Wilson Reading System

WRS supports college- and career-readiness standards by providing students who have a language-based learning disability with the foundational and language skills that are necessary to access grade-level text. This comprehensive program can follow students from grade to grade, as needed.

The principles of instruction have been identified by research as effective teaching principles found to increase student achievement. WRS also aligns with the International Dyslexia Association's (IDA) guidelines for working with students with dyslexia (IDA, 2008). Success is achieved through greater intensity, duration, and smaller group sizes.

Unique characteristics set WRS apart from other programs:

A systematic, explicit, cumulative, intensive, and focused approach is used to teach the structure of the English language/total word structure for decoding and encoding.

A systematic and integrated approach to decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

Orton-Gillingham principles make all instruction direct, multisensory, and interactive. Consistent links are made between visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language.

Unique "sound-tapping system" attunes students to the separate phonemes in a word, develops the understanding that the sounds of spoken language work together to make words, and facilitates segmentation and blending of sounds.

Material is presented in 12 Steps, not corresponding to school grade levels, that are further divided into 63 incremental substeps, each building upon the previous one. Mastery of each substep is required before progressing to the next one, making the demands of the subsequent substep manageable and achievable.

A ten-part lesson plan that addresses the following in a sensible and logical fashion: decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

A penciling technique for scooping sentences and passages into meaningful phrases facilitates reading with prosody.

Concepts are taught through the manipulation of sound, syllable, and word element (prefix, base element, and suffix) cards.

One of the most extensive collections of controlled and readable text (wordlists, sentences, stories) for students beyond the primary grades provided.

Three levels of vocabulary offered.

Criterion-based assessments are built into the program to measure student progress and success.

To learn more about our approach, please visit Our Approach to Program Design page.

After feeling frustrated and unprepared to help my struggling students, I was beyond fortunate to receive a Wilson Reading System kit from an assistant principal. This gift started my journey into Wilson training and ultimately led to phenomenal success for countless students. I have learned so much during my practicum opportunities, and through these experiences with Wilson materials, I became empowered to confidently support struggling readers and writers. My students and their parents will tell you: Wilson works!
Renee Bernhardt, M.Ed., President, International Dyslexia Association, GA, Wilson Dyslexia Practitioner (W.D.P.)

WRS Level I and Level II Certification Accredited by the International Dyslexia Association

The International Dyslexia Association (IDA) focuses on the complex issues of dyslexia, promoting effective teacher preparation and intervention strategies for students with dyslexia as one of their goals. Following an independent review process, Wilson Language Training and Wilson® Accredited Partners received the AccreditationPlus designation by the IDA as an Independent Teacher Training Program, indicating our alignment to IDA's Knowledge and Practice Standards for Teachers of Reading (KPS). This recognition demonstrates that Wilson certified educators are well-qualified to provide instruction to students with dyslexia based on recognized best practices and standards in the field.

WRS Curriculum

Familiarize yourself with the skills and concepts of the Wilson Reading System ® (WRS).

WRS Implementation

Learn how to identify students appropriate for the WRS and how to implement it successfully in your classroom.

WRS Materials

WRS instructor and student materials make learning multisensory and explicit.

Implemented Across the Country

Wilson Reading System ® (WRS) effectively develops the reading skills of struggling readers, including individuals with a language-based learning disability.

See what states have recognized WRS

Wilson Reading System® Learning Community

With Wilson Reading System, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

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Wilson Reading System - Wilson Language Training Corporation

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Everyone Deserves To Learn To Read By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

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S.P.I.R.E: PreK-8 Reading Intervention Program

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S.P.I.R.E.'s PreK-8 reading intervention program delivers an individualized reading experience, ensuring that your least engaged students are not left behind.

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Really Great Reading | Specialists in Reading Education

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Free workshop! It is excellent

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Science of Reading Virtual Workshop | Really Great Reading

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In this special Reading Rockets video series, reading expert Linda Farrell works one-on-one with students in grades K-3 to help ensure that they master the skills they need to become proficient readers.

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The International Dyslexia Association Ontario Branch

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Veuillez noter: IDA Ontario n'endosse ni ne recommande aucun programme, outil ou ressource spécifiques. Nous fournissons cette liste pour vous aider à trouver des options, mais chaque personne doit faire ses propres recherches pour trouver des ressources qui répondent à ses besoins.

Ressources pour enseignement

https://cache.media.eduscol.education.fr/file/Langage/59/8/Ress_c1_Section_2_partie_2_Activites_phonologiques_569598.pdf
'Pour pouvoir lire et écrire, les enfants devront réaliser deux grandes acquisitions : identifier les unités sonores que l'on emploie lorsqu'on parle français (conscience phonologique) et comprendre que l'écriture du français est un code au moyen duquel on transcrit des sons (principe alphabétique). ' ( Eduscol, Ministère de l'éducation nationale, le l'enseignement supérieur et de la recherche, République française)

Le programme de 2015 met en connexion deux composantes essentielles de la lecture et de l'écriture : la conscience phonologique et la compréhension du principe alphabétique (voir section III.2. Découvrir le principe alphabétique). La première étape est bien le développement de la conscience phonologique que l'on peut définir comme l'aptitude à se représenter de manière consciente et explicite la langue comme une séquence d'unités sonores (mots, syllabes, phonèmes). Elle se traduit par la capacité à percevoir, à identifier ces différents composants phonologiques et à les manipuler en pratiquant diverses opérations : repérer puis localiser, enlever, substituer, ajouter, combiner, etc.

http://media.education.gouv.fr/file/Langage/40/6/Ress_c1_langage_fiches-repere_456406.pdf
Le développement des compétences orales à l'école maternelle s'inscrit dans différentes modalités, toutes aussi essentielles les unes que les autres pour créer une dynamique d'apprentissage. L'enseignant peut se saisir de plusieurs lieux d'intervention sur l'oral :
* il met à profit des situations naturelles et spontanées ainsi que les moments plus réguliers, voire ritualisés pour mettre les enfants en position de " travailler " effectivement l'oral : l'enfant apprend en compréhension (car l'enseignant surveille son expression au plan lexical et syntaxique) et en production : le maitre rappelle l'enjeu du discours (expliquer une règle, récapituler) ; il fait reformuler l'enfant et celui-ci, au fil du temps, reformule de lui-même, montrant ainsi la compréhension de plus en plus aiguë qu'il a de la tâche. L'oral est alors travaillé par l'enfant, mis en œuvre, manipulé à bon escient et de manière régulière, sous la médiation consciente de l'enseignant (1) ;

* il peut aussi l'enseigner de manière beaucoup plus explicite, en organisant dans le cadre des domaines d'apprentissage des moments directement ciblés sur la gestion des différents discours (raconter, expliquer) et des situations portant spécifiquement sur la langue elle-même. Il dit alors explicitement ce qui est en jeu (" nous allons apprendre à expliquer une règle ") et les enfants utilisent le vocabulaire déjà entendu et travaillé. (2).

Par Nancy Wise et Dr Xi Chen, OISE / Université de Toronto http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/At_Risk_Readers_en.pdf
Les enfants qui éprouvent des difficultés à apprendre à lire restent souvent de mauvais lecteurs les années suivantes. Un cycle malheureux s'ensuit, en que plus ces enfants éprouvent de frustration, plus ils deviennent désintéressés en lecture. Des preuves abondantes établissent un lien entre l'identification précoce des problèmes de lecture et les interventions constructives et l'amélioration du rendement des élèves. Malgré l'importance de l'identification précoce, les élèves en immersion française en maternelle ou en 1re année en Ontario ne sont généralement pas évalués pour les problèmes de lecture potentiels avant la 2e ou la 3e année. C'est à ce moment qu'ils ont acquis des compétences d'écoute et d'expression orale en français. En raison de ce retard, de nombreux jeunes lecteurs ne reçoivent généralement pas d'interventions pédagogiques en temps opportun.

by Nancy Wise Dr. Xi Chen
A Research Monograph produced by The Literacy Numeracy Secretariat and the Ontario Association of Deans of Education (2009)

Guide pédagogique Cahier de l'élève avec et sans soutien - 2e édition Du service d'orthophonie de la Commission Scolaire Des Chênes
Ce matériel pédagogique vise l'enseignement des correspondances graphèmes- phonèmes. Il inclut tous les principes pédagogiques prônés par l'orthophoniste qui accompagne les enseignantes et les enseignants. Les auteurs ont choisi de nommer le matériel 'Graphone', amalgame entre les mots " graphème " et " phonème ".

Les publications de Sprenger et Charolle, principalement l'article 'Une progression pédagogique construite à partir de statistiques sur l'orthographe du français (d'après Manulex-Morpho) : pour les lecteurs débutants et atypiques' (voir Annexe 1 pour savoir où consulter cet article), ont inspiré la création de ce document.

Il comprend une séquence de présentation des graphèmes adaptés aux connaissances linguistiques du franco-québécois. Par la suite, le cahier de l'élève a été élaboré.

http://www.methode-oml.com/?page_id=157&lang=en
Cette méthode OML est basée sur le matériel de la pédagogie Montessori avec les outils éducatifs de la méthode Orton Gillingham. Cette combinaison guide l'enseignement de l'enfant dans son apprentissage de la langue. Tous les éléments de la littératie structurée y sont compris: la phonétique, l'orthographe, le vocabulaire, la compréhension et la fluidité, pour tous les élèves, incluant ceux qui souffrent de difficultés en lecture. Ainsi, tous les élèves sont en mesure de réussir.

Le Workbook n°1 comprend tous les 64 phonèmes et graphèmes divisés en trois carnets, en ordre, afin d'éviter le découragement chez l'enfant, face à un gros cahier. Ceci rend le travail plus facile et accessible, donc, il est nécessaire de commander pour chaque élève, les Workbooks n° 2a, 2b et 2c, en plus d'un livre individuel pour l'enseignante ou l'enseignant. Le Workbook n°3, tel que n°2, traite aussi tous les 64 phonèmes et graphèmes.

Veuillez noter: Cet outil peut aussi être utilisé dans une situation 1:1, ainsi qu'en petits groupes.

https://www.cheneliere.ca/9522-livre-raconte-moi-les-sons-la-valise-et-tous-ses-articles-.html

Un livre illustré en couleurs contenant l'ensemble des petites histoires sur les graphies et les sons correspondants ainsi que les repères visuels qui y sont associés. Une histoire par page. En introduction, une présentation de l'approche, des suggestions et des conseils pratiques.

Cette publication a valu à l'auteure Josée Laplante le prix Germaine Huot 2002 décerné par l'Ordre des orthophonistes et audiologistes du Québec.

LEO ET LEA - Manuel de lecture syllabique: Nouvelle édition 2019 https://www.amazon.ca/Leo-Lea-Methode-lecture-syllabique/dp/B07LDNGLZ3
Léo et Léa est une méthode d'apprentissage de la lecture privilégiant le repérage des graphies qui transcrivent les sons et la forme syllabique du mot, ainsi que l'accès au sens. Cette méthode a fait ses preuves depuis 15 ans auprès de nombreux élèves. Tous les mots et les textes sont déchiffrables (décodable) à 100 %. La nouvelle édition est conforme aux rectifications des programmes 2018, avec une nouvelle progression graphophonologique, une structure claire et progressive en cinq périodes, ainsi qu'un travail innovant de différenciation et de remédiation avec l'ajout d'une application tous supports.

Léo et Léa du cycle primaire (CP) propose :

un manuel complet pour le travail d'apprentissage du code et la lecture ;

un cahier d'exercices (code, écriture, compréhension) ;

une application pour compléter le travail en classe, comme support de différenciation et de remédiation pour les élèves en difficulté ;

un guide pédagogique avec le déroulé détaillé des séances, le point scientifique sur l'apprentissage de la lecture au cycle primaire et de nombreuses ressources téléchargeables.

Léo et Léa: Cahier d'exercices: Nouvelle édition 2019 https://www.amazon.ca/Leo-Lea-CP-Cahier-dexercices/dp/B07LDN93XP/ref=sr_1_3?keywords=Léo+et+Léa+cahier+d%27exercice&qid=1584472644&s=books&sr=1-3
Une méthode de lecture strictement syllabique et 100 % déchiffrable (décodable). Plus de 400 exercices pour travailler les correspondances graphèmes-phonèmes, la fluence en lecture et la compréhension, l'étude de la langue, l'écriture et la production d'écrits.
Léo et Léa App: Gratuite, Édition bélin https://apps.apple.com/us/app/léo-et-léa/id1468302260
Une progression pédagogique identique à celle du manuel Léo et Léa 2019 et conforme aux programmes : 58 leçons reparties par périodes de l'année.

Un travail de chaque aspect de l'apprentissage (association du phonème et du graphème, fluence de la lecture et compréhension, encodage et écriture), sous la forme de 18 typologies d'exercices récurrentes dans chaque leçon.

Une interface de gestion de classe et de suivi des résultats pour le professeur.

Veuillez noter: Ces outils peuvent aussi être utilisés dans une situation 1:1, ainsi qu'en petits groupes.

https://www.lecentrefranco.ca/catalogue/collections/brille-la-chenille/

Brille, la chenille - Trousse de conscience phonologique - 2002 - 4 et 5 ans : Trousse, basée sur 36 phonèmes, conçue par des orthophonistes en fonction des enfants de la Maternelle et du Jardin d'enfants, pouvant aussi être utilisée pour la rééducation en enfance en difficulté. Matériel de stimulation de la conscience phonologique et du développement des habiletés métaphonologiques. Comprend : guide pédagogique incluant des activités; affiches de comptines illustrées; affiches de sons vedettes en trois formats; cartes de vocabulaire illustrées; deux livres-jeux " Magie des mots "; 3 jeux CORRIGÉS INCLUS. La majorité des activités se font à l'école, mais les fiches d'activités reproductibles peuvent servir à la maison en guise de révision.

Brille, la chenille - Comptines petit format :
AVEC DROITS DE REPRODUCTION (22 cm sur 28 cm). Reprise en noir et blanc des affiches des 32 comptines de la trousse

Lire et écrire avec Brille, la chenille :
Brille, la populaire petite chenille, est de retour dans la nouvelle ressource Lire et écrire avec Brille, la chenille! Cette trousse, qui vise à appuyer l'acquisition des habiletés de base en lecture et en écriture chez les élèves de 1re et de 2e année, comprend des planches de jeu et des cartes. Elle contient aussi un guide pédagogique.

Guide pédagogique, cycle primaire, Édition 2016

https://www.lalibrairiedesecoles.com/produit/je-lis-et-jecris-avec-salto-guide-pedagogique-cp/

Les principes pédagogiques de ce guide s'adressent à l'apprentissage de la lecture, de l'écriture et de la compréhension. L'apprentissage du code est nécessaire au cycle primaire avant d'accéder à la lecture-compréhension. Il faut donc d'abord un apprentissage explicite du code pour diminuer la charge cognitive que demande le décodage.

Pour préparer à la lecture-compréhension, les auteurs ont conçu une histoire suivie avec des personnages récurrents, que les élèves suivent au fur et à mesure de leur progression : les élèves écoutent d'abord une histoire lue par le professeur, puis en lisent dans le manuel un résumé accessible et conforme à la progression syllabique. Les avantages de cette méthode:
* Une approche pluri-sensorielle
* Une progression efficace et éprouvée
* L'association lettre-son " : une méthode pour rendre explicites les difficultés orthographiques
* Une progression rigoureuse en production d'écrits
Manuel de l'élève, cycle primaire, Édition 2016 https://www.lalibrairiedesecoles.com/produit/je-lis-et-jecris-avec-salto-manuel-de-leleve-cp/ https://en.calameo.com/read/00001585653757f10fedf?authid=pHvHWvHKneYc
Ce manuel offre une méthode explicite et systématique qui enseigne simultanément le décodage et la lecture-compréhension.

- Pour chaque phonème, la présentation des 4 écritures et du mot-référent.
- La présentation des gestes Borel-Maisonny.
- Les exercices systématiques de discrimination auditive et visuelle.
- Un récit continu sur l'année.
- Des exercices structurés de construction de phrase pour la production d'écrits.
- Des dictées quotidiennes.
Fiches photocopiables, cycle primaire, Édition 2016 https://www.lalibrairiedesecoles.com/produit/je-lis-et-jecris-avec-salto-fiches-photocopiables-cp/

Des exercices nombreux et variés pour entrainer les élèves à la production d'écrits.

Des exercices de syllabation, de discrimination auditive et visuelle.

Des exercices variés pour un apprentissage efficace de l'orthographe, du vocabulaire et de la grammaire.

Une progression rigoureuse en production d'écrits.

Des exercices de différenciation, de remédiation et de renforcement.

Télécharger les applications suivantes pour tablettes ou téléphones mobiles:

https://www.orthoedition.com/materiel/limpregnation-syllabique-748.html
Méthode de lecture destinée à monter la voie d'assemblage (le décodage en lecture, par les syllabes).

La lecture par imprégnation syllabique est une méthode de lecture destinée à monter la voie d'assemblage chez l'enfant dysphasique, dyslexique ou tout autre enfant rencontrant des difficultés dans la construction de la voie d'assemblage.

Le principe original de la méthode est de permettre d'appréhender la lecture par la voie syllabique. La syllabe simple (puis plus complexe) servira d'unité de traitement dans la lecture. Cette approche constitue une alternative à la méthode analytique qui tend à surcharger la mémoire de travail. Chaque nouvelle étape dans la lecture (introduction d'un nouveau groupe digraphe ou groupe consonantique) est introduite par la syllabe, généralisée aux mots puis aux textes. L'alternance des couleurs marque la syllabation des mots et soulage dans un premier temps l'enfant de cette tâche.

Cette nouvelle version de l'imprégnation syllabique s'est enrichie d'un test "les fiches de Bicêtre". Ce test permet précisément de situer l'enfant dans la construction de sa voie d'assemblage et d'éviter de reprendre la méthode depuis le début mais de l'aborder là où se situe l'enfant. On trouvera également de nouvelles listes de mots ainsi qu'une trentaine de nouveaux textes et deux grandes histoires.

http://www.cpeq.net/
La forêt de l'alphabet est un programme de prevention universel, animé par l'enseignante, visant à favoriser la réussite des premiers apprentissages en littératie. Il s'adresse aux enfants de la maternelle 5 ans. Présenté sous forme d'activités ludiques, il s'inscrit en complémentarité avec les activités habituelles de la maternelle.

Cette ressource recourt aux principes de l'enseignement explicite. Elle comporte du matériel pour soutenir l'apprentissage du nom et du son des lettres (principe alphabétique), de même que le développement de la conscience phonémique. Le programme La forêt de l'alphabet, créé au début des années 2000 et validé dans le cadre de plusieurs études réalisées par des chercheurs de l'UQAM, peut être utilisé, par exemple, en combinaison avec Fluppy, pour les habiletés sociales, et avec Le sentier de l'alphabet, pour la littératie.

Pour chacune des 26 lettres de l'alphabet, quatre blocs d'activités sont proposés. Chaque activité peut être animée par l'enseignante, en grand groupe ou en sous-groupes. Abi l'écureuil, une mascotte sympathique et motivante, accompagne les enfants.

http://www.cpeq.net/
Le sentier de l'alphabet est un programme d'intervention orthopédagogique visant à soutenir les élèves de la maternelle 5 ans à risque quant aux premiers apprentissages en littératie. Il s'inscrit en continuité avec des interventions de type universel comme La forêt de l'alphabet.

Le Sentier de l'alphabet a été conçu et validé par une équipe de chercheurs de l'Université du Québec à Montréal, dans le cadre de projets de recherche subventionnés réalisés en milieu scolaire. Cet outil s'inscrit dans la logique du modèle d'intervention à trois niveaux/RAI; en ce sens, il s'agit d'un outil qui présente toutes les caractéristiques permettant d'être utilisé dans le cadre d'une intervention de niveau 2, visant à soutenir les élèves à risque de la maternelle 5 ans au regard des premiers apprentissages en lecture-écriture.

Les activités ludiques ont été conçues pour être mises en œuvre par un orthopédagogue, à raison de 4 fois par semaine auprès de sous-groupes de 4 à 5 élèves. Le sentier de l'alphabet devrait - pour une efficacité optimale - s'inscrire dans la continuité d'une intervention de niveau 1, offerte par l'enseignant à tous les élèves de la classe, selon les modalités et caractéristiques propres à ce niveau d'intervention.

Ce programme vise principalement la compréhension du principe alphabétique (nom et son des lettres), et le développement de la conscience phonémique (sons des mots oraux).

http://www.phonetique.ca
Ce site a été créé pour soutenir les élèves dans leur apprentissage des phonèmes du français. Vous y trouverez différents modules qui présentent les voyelles et les consonnes du français d'un point de vue articulatoire, leurs graphèmes les plus courants, un test de discrimination auditive adapté à la langue maternelle de l'élève ainsi qu'un module d'entrainement.

Par l'entremise d'hyperliens, voici les modules qui s'adressent aux voyelles et aux consonnes. Chacun consiste d'une bande vidéo, ainsi qu'un document d'appui interactif.

les voyelles orales et nasales

les voyelles et leurs graphies

les consonnes et leurs graphies

comparaison des voyelles de quelques langues

équivalent des phonèmes français dans d'autres langues.

Phonétique.ca offre aussi des exercices de discrimination auditive, de pratique et d'auto-évaluation.

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Ressources francophones en littératie structurée | The International Dyslexia Association Ontario Branch

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Veuillez noter: IDA Ontario n'endosse ni ne recommande aucun programme, outil ou ressource spécifiques. Nous fournissons cette liste pour vous aider à trouver des options, mais chaque personne doit faire ses propres recherches pour trouver des ressources qui répondent à ses besoins. Ressources pour enseignement Alloprof - Règles de la Langue - Québec Expand [...]

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These 9 course modules include in-depth information, classroom strategies, assignments, and additional resources on the building blocks of teaching reading and 

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Try our self-paced learning modules to strengthen your skills as a teacher of reading.

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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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As educators, we are always learning and growing in order to improve reading instruction. It can be challenging to sift through the many resources available, so we have created a list for you. The following includes a list of 30 resources for educators who wish to further their knowledge about the Science of Reading.

5 "Must See" Resources to Get Started
1. EAB Report: Narrowing the 3rd Grade Reading Gap (10 minute read)
A research brief for educators embracing the science of reading from the EAB District Leadership Forum. This is an accessible read for educators who want to learn more and implement classroom instruction that is aligned to the science of reading.

2. Of 'Hard Words' and Straw Men: Let's Understand What Reading Science is Really About by Louisa Moats (5 minute read)

An article about what the Science of Reading really entails and how important it is to really have an understanding of the components of foundational literacy instruction in order to implement them effectively into the classroom.

3. Hard Words: Why Aren't Kids Being Taught to Read? (45 minute listen)
Emily Hanford, educational journalist has researched reading instruction across the US. Her findings sparked conversations about The Science of Reading and how we can improve reading proficiency in the US. 4. Videos: Is My Kid Learning to Read? (Part 1 and Part 2; 26 minutes) How many students are being taught to read in the classroom can be eye-opening for parents. Watch this two-part video series to learn more about how students may be learning to read and how to best support them as they continue to learn to read. 5. Reading Rockets website
Okay, we kind of cheated with #5, but if you read nothing else on Reading Rockets, be sure to check out their articles on Phonological and Phonemic Awareness and Why Phonological Awareness is Important for Reading and Spelling .

Infographics

6. The Ladder of Reading by Nancy Young

7. Scarborough's Reading Rope

"The genesis of the Reading Rope dates back to Scarborough's lectures for parents on the complexities involved in learning to read. Originally, she spoke of skilled reading as resembling the 'strands' of a rope, using pipe cleaners to illustrate the interconnectedness and interdependence of all the components."

8. How Our Brains Learn to Read

Our brains are naturally set up to learn to speak, but learning to read does not happen on its own. Scientists have found that we must develop certain parts of our brains and build connections between brain areas that were not connected before. The picture (below) shows four different areas of our brains that we use when we read.

Podcasts

9. Educate by APM Reports

Stories about education, opportunity, and how people learn. Emily Hanford podcasts are recommended and two favorites are listed below:

At a Loss for Words (52 minutes; published Aug. 22, 2019)

National Assessment Shows More K-12 Students Struggling to Read (25 minutes; published Nov. 1, 2019)

10. Glean Education: Research to Practice

Dive into current research, hot topics, and success stories with our two podcast series for educators.

Why Phonological Awareness is Important to Reading? (23 minutes; published Jan. 3, 2019)

How to Make Sight Word Instruction and Reading Intervention More Effective ( 50 minutes published Oct. 1, 2020)

11. Science of Reading: The Podcast by Amplify Education

The latest insights from researchers and practitioners in early reading. Each episode takes a conversational approach and explores a timely topic related to the science of reading.

12. Teaching, Reading & Learning: The Podcast by The Reading League

Listen to speakers who have made important contributions to the educational community as they discuss reading and writing, but connect to other "literacies" that impact children's learning .

Websites, Blogs & Webinars

13. The Reading League

The Reading League is a non-profit organization focused on the mission to advance awareness, understanding, and use of evidence-based reading instruction.

14. Right to Read Project

A group of teachers, researchers, and activists committed to the pursuit of equity through literacy.

15. Louisa Moats

A website from Literacy Expert, Louisa Moats, includes webinars, blogs, and articles for educators committed to best practices in literacy instruction.

16. The Literacy Nest

Emily Gibbons, certified dyslexia practitioner and creator of The Literacy Nest shares resources for instruction for struggling readers.

17. CORE Learn

The Consortium on Reaching Excellence is Education (CORE) provides many excellent resources and free professional learning opportunities.

18. The Learning Spark

A kindergarten teacher who shares her experience along with many resources in the areas of literacy.

19. Education Week

A website sharing in-depth information and research serving K-12 education.

Articles & Research

20. Developing Early Literacy: Report of the National Early Literacy Panel (2008)

21. Report of the National Reading Panel: Teaching Children to Read (2000)

22. Learning to Read: Center for Early Reading (

23. Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do, 2020 by Louisa Moats, published by the American Federation of Teachers (AFT)

Teacher Resources

24. Florida Center for Reading Research: FCRR

25. University of Florida Literacy Institute: UFLI

26. The Simple View of Reading

Professional Books

27. Speech to Print by Louisa Moats (2014)

28. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David Kilpatrick (2015)

29. Phonics from A to Z by Wiley Blevins (2017)

30. Beginning to Read: Thinking and Learning about Print by Marilyn Adams (1994)

Did we miss a resource? Please leave a comment and let us know!

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As educators, we are always learning and growing in order to improve reading instruction. It can be challenging to sift through the many resources available, so we have created a list for you. The following includes a list of 30 resources for educators who wish to further their knowledge about the Science of Reading.

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A fantastic group to join! Loads of information 

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A fantastic group to join! Loads of information 

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Science of Reading-What I Should Have Learned in College | Facebook

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Science of Reading-What I Should Have Learned in College Mission Statement "Researchers now estimate that 95 percent of all children can be taught to read by the end of first grade...." Dr....

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A great podcast by Emily Hanford

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Scientific research has shown how children learn to read and how they should be taught. But many educators don’t know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.

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Free workshops on the science of reading

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Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Online Language & Literacy Academy

Publisher-Approved Professional Learning

Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academies + Coaching

Onsite Math Academies

Teaching Reading Sourcebook 3rd Edition

Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Online Language & Literacy Academy

Publisher-Approved Professional Learning

Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academies + Coaching

Onsite Math Academies

Teaching Reading Sourcebook 3rd Edition

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Science of Reading Resource Library - Teacher Professional Learning | Literacy, Math | MTSS

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Free resources to help you develop your knowledge of the science of reading and how to teach all students to be strong readers.

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A list of decodables that are free or bought

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Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!