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The Science of Reading: An Overview (by Dr. Jan Hasbrouck)

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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!

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Teaching, Reading, and Learning: The Reading League Podcast

Teaching, Reading, and Learning: The Reading League Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children. The podcast features people whose life stories are compelling and rich in ways that are instructive to us all. The podcast will focus on literacy as we know it (reading and writing) but will also connect to other "literacies" that impact children's learning; for example, emotional, physical, and social literacies as they apply to teachers and children.
Teaching, Reading, and Learning: The Reading League Podcast is taking a short break following our June 2022 episode.

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Teaching, Reading & Learning: The Podcast

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Teaching, Reading & Learning: The Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children.

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Sold a Story: How Teaching Kids to Read Went So Wrong

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

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

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

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

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

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

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

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

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Sold a Story: How Teaching Kids to Read Went So Wrong

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

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Hi Teacher Friends! Welcome to Melissa and Lori Love Literacy, the weekly podcast that discusses all things literacy. We love to tackle big ideas about the way we teach reading and writing within the science of reading.

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Shanahan on Literacy has a variety of literacy blogs in one place. Find out here the information that can use by teachers and parents in teaching and assessing reading, writing, and literacy. Read more here!

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The Science of Reading - The Reading League

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The Reading League's mission is to advance the understanding and use of evidence-aligned reading instruction through the science of reading.

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For a downloadable PDF click here. Summer 2016
By Carolyn D. Cowen

IDA infographics help make complex information easy to digest, remember, and share and are made for a wide audience-those new to dyslexia and related literacy/learning issues as well as the experts. Please share our infographics as well as our Fact Sheets to raise awareness about dyslexia and to help support the policy and practice changes needed to bring effective instruction (particularly in reading) to every child with dyslexia in every classroom across the nation.
Author's Note: You may need to zoom in to read small text.
Carolyn D. Cowen, Ed.M., is the Social Media Editor/Strategist for the International Dyslexia Association's Examiner. She also serves on the Board of Trustees for the Newgrange School, Ann Robinowitz Education Center, and Laurel School and on the Board of Directors for the Research Institute for Learning and Development. Carolyn is especially interested in creative ways nonprofits and movements can "power the mission with the message." Follow her on Twitter .

More infographics!

Good News! Most Reading Difficulties Can Be Resolved or Greatly Diminished (April 2016)

How Widespread Is Dyslexia? (February 2016)
Copyright © 2016 International Dyslexia Association (IDA). We encourage sharing of Examiner articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from info@interdys.org.

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What Is Structured Literacy? - International Dyslexia Association

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Effective and Efficient Teaching

By Anita L. Archer and Charles A. Hughes

Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Explicit Instructions | Effective and Efficient Teaching

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By Anita L. Archer and Charles A. Hughes Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

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dyslexia "international dyslexia association" ida "structured literacy" reading

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Promoting literacy through research, education, and advocacy because everyone deserves to read. Join us on October 17th for the RED Soiree. Learn more at www.IDAGoRed.org The International Dyslexia Association(IDA) is a 501(c)(3) non-profit, scientific, and educational organization dedicated to the study and treatment of the learning disability, dyslexia as well as related language-based learning differences.

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PaTTAN Literacy Resource Hub - PaTTAN Literacy Expert Series and Book Studies

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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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Literacy is the ability to read, write, speak and listen in a manner that allows one to communicate effectively and make sense of the world. Literacy skills are not only critical for core academic subjects they are essential skills for a successful life. More than any other single skill, the ability to read and read well allows a child to succeed in school, learn about the world, function in a democratic society, and someday have the prospect of substantive employment. As Pennsylvania educators' it is our responsibility to promote literacy through effective practices in reading, writing, speaking, and listening.

According to the 2015 National Assessment of Educational Progress (NAEP) 31 percent of all fourth graders scored below basic in reading and another 33 percent scored at the basic level in reading. This means only 36 percent of our nation's students are reading at a proficient or advanced level. Moreover, racial and economic gaps persist and most students with disabilities face even greater challenges. Beyond the academic impact, it is also important to note the devastating social and emotional impact reading challenges have on children. We must do better for our students.

Students with specific learning disabilities and other language-based disorders often have as the hallmark of their disability, great difficulty learning to read. However, regardless of the etiology of reading difficulty, most students can learn to read given appropriate, systematic reading instruction. The research strongly supports that 95 to 98 percent of our students can learn to read with effective core classroom instruction and supplemental tiered interventions.

The reality of the importance of literacy skills drives the PaTTAN Literacy team to improve literacy outcomes for ALL students through the provision of evidence-based practices, resources, training, and technical assistance for Pennsylvania's schools and educators.

Events

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Literacy is the ability to read, write, speak and listen in a manner that allows one to communicate effectively and make sense of the world. Literacy skills are not only critical for core academic subjects they are essential skills for a successful life.

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If you prefer, read the text version of the infographic or watch the video that takes a closer look at how to spot questionable or ineffective practices.

Avoid a Lemon: Looking Under the Hood

Supporting Resources

Sound-Spelling Chart

Make-a-Word activity from FCRR

Route to Reading For Families: Avoid a Lemon

You and the school can share literacy resources to help your child and others get evidence-based literacy instruction. Learn to spot questionable or ineffective practices.

Decoding Words

What is it?

The ability to figure out unknown words correctly.

If you are given:

Strategies that encourage your child to look away from letters to read words (looking at the pictures, using context clues, saying the first sound and guessing).

Ask for:

Ways to help your child use knowledge of letter-sound relationships* to read words.

Why?

Kids who can't decode often don't become strong readers. Reading words correctly require knowing how letters and groups of letters link to sounds to form letter-sound relationships.

Learning Sight Words (like high-frequency words)

What is it?

The ability to know a word instantly and easily, including ones spelled regularly or irregularly.

If you are given:

Strategies, tips, or activities focusing your child on memorizing whole words to learn sight words.

Ask for:

Strategies, tips, or activities focusing your child on saying and using letter-sound relationships* and letter order to learn sight words (irregular word parts and advanced letter-sound relationships are taught to be remembered).

Why?

Sight word learning is not based on visual memory. It requires knowing speech sounds, letter-sound relationships, and letter order. There are too many
words to learn by memory alone.

Spelling Words

What is it?

The ability to write words correctly.

If you are given:

Strategies, tips, or activities focusing your child on memorizing letters or letter shapes to spell words (word searches, tracing words, rainbow writing).

Ask for:

Strategies, tips, or activities focusing your child on saying and using letter-sound relationships* and the right letter order to spell words.

Why?

Spelling is not based on visual memory. It requires knowing speech sounds, letter-sound relationships, and letter order.

*Based on skills appropriate for your child's grade-level and literacy needs

Suggested Citation

National Center on Improving Literacy (2019). Route to Reading: Avoid a Lemon. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

Abstract

You and the school can share literacy resources to help your child and others get evidence-based literacy instruction. Learn to spot questionable or ineffective practices.

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If you prefer, read the text version of the infographic or watch the video that takes a closer look at how to spot questionable or ineffective practices. Avoid a Lemon: Looking Under the Hood Supporting Resources Sound-Spelling Chart Make-a-Word activity from FCRR Route to Reading For Families: Avoid a Lemon You and the school can share literacy resources to help your child and others get evidence-based literacy instruction.

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Michelle Elia  "You Can't Intervene Your Way Out of a Tier One Problem

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Maximizing the Benefits of Small Group Instruction with Jamey Peavler

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The content in this publication was accurate at the time it was published, but it is not being updated. The item is provided for historical purposes only.​

TEACHING CHILDREN TO READ:
An Evidence-Based Assessment
of the Scientific Research Literature
on Reading and Its Implications
for Reading Instruction

Table of Contents

Acknowledgments

Members of the National Reading Panel

Introduction

Methodological Overview

Findings and Determinations of the National Reading Panel
by Topic Areas

Next Steps

Reflections

Addendum

Methodology: Processes Applied to the Selection, Review, and Analysis of Research Relevant to Reading Instruction

U.S. Department of Health and Human Services
Public Health Service
National Institutes of Health
National Institute of Child Health and Human Development
NIH Pub. No. 00-4769
April 2000

(Report of the National Reading Panel: Reports of the Subgroups provides complete and extensive descriptions of information presented in this Report.)

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Report of the National Reading Panel: Teaching Children to Read

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The content in this publication was accurate at the time it was published, but it is not being updated.

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Writing to Read is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading. Writing to Read is a part of a series of Carnegie Corporation of New York-funded reports intended to re-engineer literacy instruction across the curriculum to drive student achievement. The initial report, Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Readiness and corresponding reports were published in September 2009. Writing to Read is an extension of this work and provides practitioners with research-supported information about how writing improves reading while making the case for researchers and policymakers to place greater emphasis on writing instruction as an integral part of school curriculum.

Citation: Graham, Steve, and Michael Hebert. Writing to Read: Evidence for How Writing Can Improve. Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education, 2010. Print.

Program: Education

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Writing to Read: Evidence for How Writing Can Improve Reading | Carnegie Corporation of New York

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Writing to Read is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to ...

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Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States, large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges and employers. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country's 4th- to 12th-grade students.

Citation: Graham, Steve; Perin, Dolores, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools

Program: Education

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Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools | Carnegie Corporation of New York

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Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States, large numbers of adolescents graduate from high ...

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What the Science Says About How Kids Learn to Read