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Everything we do as well as everything they do is helping students brains to grow.

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showing parents the model would allow them to better understand the reason their kids can not comprehend when reading.

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very easy expression mathematically of how the pieces come together

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Recognize the part of the process and filter out the things they need most and they are happening during instruction

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Correlated well to CKLA research and curriculum-reinforces the importance of the knowledge lessons

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This will help teachers understand the relationship between the different parts of the brain. There is a direct correlation between CKLA's Knowledge (listening) and Skills (seeing) and the brain.

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The focus needs to stay on decoding. Where students are struggling is essential for remediation.

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Morphology

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Using the reading rope to identify students with like deficits to better target small group instruction.

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Using the reading rope to identify students with like deficits to better target small group instruction.

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Using the Simple View of Reading to determine how and where to support a student's deficits. Also using the same model to explain areas of improvement to parents.

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Using the chart to classify my students quickly after testing/observation

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Using the chart to classify my students quickly after testing/observation

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strong focus on automaticity with phonemic awareness, phonics and applying the right amount of time to instruction (40%)

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strong focus on automaticity with phonemic awareness, phonics and applying the right amount of time to instruction (40%)

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More appropriate prompting when a student stumbles while reading than, "What word would make sense here?"

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Looking at data closer to pinpoint area of deficit towards becoming better readers

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Using the reading rope to help those struggling readers

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Using the reading rope to help those struggling readers

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more intentional focus on language building