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The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages.

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Ohio's Plan to Raise Literacy Achievement (Jan 2020)

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Ohio's Plan to Raise Literacy Achievement (Jan 2020)

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Ohio's Statewide Family Engagement Center

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Thank you for visiting our Middle and High School Resources Hub. Click a topic below to find resources for supporting your child's success during Middle and High School! Can't find something? You can also use the search function in the menu bar to narrow your results.

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For Families - Middle & High School - Ohio's Statewide Family Engagement Center

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Thank you for visiting our Middle and High School Resources Hub. Click a topic below to find resources for supporting your child's success during Middle and High School! Can't find something? You can also use the search function in the menu bar to narrow your results.

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How Can I help my Child with Content Area Reading at Home?

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How Can I help my Child with Content Area Reading at Home?

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Description

Reading in content area subjects, such as social studies, is challenging for many students. To achieve at high levels, students must navigate complex facts and technical words to grasp key ideas. Students also must spend a great deal of time reading a variety of text types, such as textbooks, novels, letters, poetry, and source documents. Further, most teachers expect students to write something in response to reading, citing evidence from the text to demonstrate their understanding.

This document presents five ways that parents can help students of all ages develop important text-reading skills.

Both English and Spanish versions are available.

Citation

The Meadows Center for Preventing Educational Risk. (2018). How can I help my child with content area reading at home? Five key strategies to consider. Austin, TX: Author.

The Meadows Center for Preventing Educational Risk. (2018). ¿Cómo puedo ayudar a mi hijo con lectura de área de contenido en casa? Cinco estrategias clave a considerar. Austin, TX: Author.

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How Can I Help My Child With Content Area Reading at Home? Five Key Strategies to Consider - The Meadows Center

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Description Reading in content area subjects, such as social studies, is challenging for many students. To achieve at high levels, students must navigate complex facts and technical words to grasp key ideas. Students also must spend a great deal of time reading a variety of text types, such as textbooks, novels, letters, poetry, and source [...]

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Improving Adolescent Literacy: Effective Classroom and Intervention Practices

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Improving Adolescent Literacy: Effective Classroom and Intervention Practices

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Supporting Your Child's Reading at Home

Supporting Your Child's Reading at Home

Learning to read begins at home through everyday interactions with children, long before they attend school. Your continued support of literacy development as children enter elementary school and progress through the grades positively affects their reading ability. We are pleased to provide these Family Activities with easy-to-follow instructions to help your child practice foundational reading skills. We invite you to view the short Family Videos for tips on how to use the activities to help your child grow as a reader. Using the Family Activities at home can help your child develop language, link sounds to letters, blend letters and word parts to read and write words, and read for understanding.

Connect with REL Southeast

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Resource | Supporting Your Child's Reading at Home

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Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability.

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The Department's seventh annual Literacy Academy is returning live and in-person on June 10-11, 2024 at the Hyatt Regency in downtown Columbus. Resources from this year's event will be available on the Department's website.

Resources

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The Department's seventh annual Literacy Academy is returning live and in-person on June 10-11, 2024 at the Hyatt Regency in downtown Columbus. Resources from this year's event will be available on the Department's website.

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The Science of Reading: Ohio's Commitment to Raising Literacy Achievement

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The Sceince of Reading (45 minute course)

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The Sceince of Reading (45 minute course)

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Download the Course Companion document before starting this course. You can use the Companion Document to take notes on your learning, address reflection prompts, and as an easy way to retrieve course resources.

Learning Objectives:

Participants in this course will be able to:

Identify and explain the components of the Science of Reading

Examine and improve their current understanding of effective approaches to literacy instruction

Consider This Scenario

Connection Point

In your Course Companion Document, consider these questions:

Can you relate to this scenario? In what ways are your challenges in literacy instruction similar or different?

Mr. Feeny has been teaching for several years and feels that he has a good understanding of how to teach children to read. He has a few tried and true techniques that he picked up in his teacher education classes, from colleagues and through professional learning opportunities. He has even drawn on some of the approaches he remembers from his teachers when he was a student. Recently, he took some time to review his students' reading proficiency data from the past few years. He noticed that between 40-50% of his students were not proficient each year. This did not change even when his district did a major curriculum overhaul. Mr. Feeny knows that more students should be able to learn to read effectively but does not have a good sense of why he has struggles to help them.

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What is the Science of Reading with Carolyn Turner

In this video, Ohio Literacy Lead Carolyn Turner describes the Science of Reading and how it can shape approaches to reading instruction. There is a place in your Course Companion to take notes.

Knowledge Check

Take the quiz below to test your knowledge. Click the square button to expand the quiz.

Resources

Read the Article "What is the Science of Reading" by Dr. Timothy Shanahan on Reading Rockets.

In your Course Companion, answer the following question:

Identify one or two ideas from the article that either affirmed or challenged your thinking about the Science of Reading. Why?

Course Reflection

In your course Companion, answer the following questions.

How would you explain the Science of Reading to a colleague in your own words? How would you explain it to a caregiver?

Consider the core components of how to teach discussed in the video (explicit, systematic and sequential):

How are you already practicing these approaches in your classroom?

Identify two or three small steps you can take to make your instruction more explicit, systematic and sequential.

To Learn More

The following resources can help you learn more about the science of reading:

Feedback:

Please take a moment to fill out this feedback form. We will use your feedback to improve this and other courses.

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Download the Course Companion document before starting this course. You can use the Companion Document to take notes on your learning, address reflection prompts, and as an easy way to retrieve course resources.

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What is the Science of Reading? Tim Shanahan

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What is the Science of Reading? Tim Shanahan

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Teacher question Shanahan's response: : I keep hearing that teachers don't know the science of reading. But all the teachers that I talk to say that they teach phonics. What's really going on?
I suspect that both the critics and the teachers are telling you the truth.

Unfortunately, we don't have a national education inspectorate that monitors classroom trends in the U.S. We all guess what may be happening based on our own narrow experiences. That means you could visit classrooms in your community, and I could in mine, and we might see very different patterns of teaching

But there is more to it than that kind of variation.

However, before we go there, we need to clarify one important point: The "science of reading" includes more than phonics and phonological awareness.

Phonics is certainly an important part of the science of reading, but it's not the whole thing.

Any real "science of reading" would include all the methods or approaches that have been found, through research, to give kids a learning advantage in reading.

That means oral reading fluency instruction should be part of the science of reading. And, vocabulary and morphology teaching, too. There are also a number of instructional approaches that have been found to boost reading comprehension by teaching thinking strategies or enhancing written language performance (e.g., cohesion, sentence combining/reducing). And, guiding kids to write about text is scientific, as well.

Any science of reading would concern itself with the amount of reading instruction provided and there are quality factors that need to be included. For instance, kids learn more when teachers provide clear purposes for the lessons, when there is plenty of interaction among teachers and students, and when teachers explain themselves clearly. Those are just examples, of course; there is even more.

But, with that said, back to your original question.

A reason for the seeming discrepancies in what you're hearing about teaching has to do with the lack of precision in how we talk about these things. What is phonics instruction and what is a sufficient amount of phonics teaching? How many minutes a day do your teachers teach phonics?

Most primary teachers when asked if they teach phonics are, in my experience, likely to say, "Yes." However, when I visit some of those classrooms, what they mean by phonics is pretty pale and thin; often no more than marking up a worksheet. Bloodless teaching not likely to help kids to figure out the decoding system.

When teaching the simple sound-symbol correspondences, teachers should make sure the kids can hear those sounds and distinguish them from other sounds; they should make sure kids can recognize these letters within words; they should make sure the kids can sound out unknown words or even nonsense words using those correspondences; and they should be able to read and write words with those elements, too.

Showing kids a spelling pattern and its pronunciation is a necessary step, but it's not sufficient, if the goal is enabling kids to read and spell. Phonics teaching should provide opportunities to decode and spell words, to sort words, to recognize misspellings, and to gain proficiency in using all this information.

Although the numbers of phonics skills to be taught is usually pretty limited, the amount of phonics instruction kids should be receiving is considerable. Experts usually recommend 20-30 minutes or so of daily phonics instruction in grades K-2 (in other words, about 200 hours of such teaching). That means there is a need for thoroughness and depth; we want mastery, not familiarization.

The teacher who I mentioned earlier, the one who may be doing no more than having kids mark up the daily phonics worksheet, can honestly say she is "teaching phonics," since those lessons are being dispensed.

But she, if probed, may also honestly admit that she knows nothing of the science of reading (in this case, the nature of the orthographic-phonemic aspects of the English language and the research on effective decoding instruction).

She may even complain, again quite rightly, that she received inadequate preparation at her local university. Her reading class was instructed by someone who thought guessing the words based on the pictures or on context were good ways of reading words (they are not; good readers don't do it that way), or perhaps they had a philosophy that scorned the value of explicit phonics instruction, despite the research.

And, the parents?

Those who see their children guessing words and struggling to read, grumble about the injustice of it all. They want more phonics. And, the reading community is as frustrated with those parents as the parents are with them.

Many reading professors simply can't understand why these moms and dads demand phonics so vociferously when there are other aspects of reading science that are important.

The parents can't understand why their kids' teachers don't know how to teach decoding and providing terrific classroom libraries and free time to read really don't help those kids who simply can't read the words. (And, telling them to look at the pictures and guess borders on cruelty).

Now multiply this through the entire system. What I just described about phonics may be true in Mrs. Jones' first-grade class, but not in Mrs. Smith's down the hall. It might describe phonics instruction in one school, while in others it is the fluency, or vocabulary, or comprehension instruction that is so strenuously grounded in an ignorance of the knowledge of a science of reading.
See comments here ›
We need a substantial commitment to all those things found to benefit kids learning - not just to the ones we may like best.

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Teacher question Shanahan's response: : I keep hearing that teachers don't know the science of reading. But all the teachers that I talk to say that they teach phonics. What's really going on? I suspect that both the critics and the teachers are telling you the truth.

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Pathway A: Ohio’s Introduction to the Science of Reading, Kindergarten-Grade 5 Course

Pathway B: Ohio’s Introduction to the Science of Reading Course, Kindergarten-Grade 5 (Abbreviated)

Pathway C: Ohio’s Introduction to the Science of Reading, Grades 6-12 Course

Pathway D: Ohio’s Introduction to the Science of Reading Course, Grades 6-12 (Abbreviated)

Pathway E: Ohio’s Introduction to the Science of Reading Course, Grades 6-12 Content Areas

Pathway F: Ohio’s Introduction to the Science of Reading Course, Administrators K-12

Pathway G: Ohio's Language and Literacy Course Sequence for Pre-K (through Cox Campus)

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Pre-Kindergarten Only

The following trainings represent comprehensive trainings that include all components of emergent literacy and are similar trainings for the purpose of meeting the professional development requirement for prekindergarten intervention specialists, English learner teachers, reading specialists and instructional coaches for prekindergarten only.

Keys to Emergent Literacy (Keys to Literacy)

LETRS Early Childhood (Lexia Learning)

Grades 6-12 Content Area Teachers Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for teachers of subject areas other than English language arts in grades 6-12 only.

Keys to Adolescent Literacy (Keys to Literacy)

Key Comprehension Routine (Keys to Literacy)

Key Vocabulary Routine (Keys to Literacy)

Keys to Content Writing (Keys to Literacy)

Administrators Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for administrators only.

LETRS for Administrators (Lexia Learning)

Pathways to Literacy Leadership (AIM Institute for Learning and Research)

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Section 3323.25 | Ohio dyslexia committee.

Effective:

October 3, 2023

Latest Legislation:

House Bill 33 - 135th General Assembly

PDF:

Download Authenticated PDF

(A) As used in this section and section 3323.251 of the Revised Code:

(1) "Dyslexia" means a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the person's intelligence, motivation, and sensory capabilities, which difficulties typically result from a deficit in the phonological component of language.

(2) "Appropriate certification" means either of the following:

(a) Certification at a certified level, or higher, from a research-based, structured literacy program;

(b) Any other certification as recognized by a majority vote of the Ohio dyslexia committee.

(B)(1) The department of education and workforce shall establish the Ohio dyslexia committee which shall consist of the following members:

(a) A school district superintendent appointed by the director of education and workforce;

(b) An elementary school principal appointed by the director;

(c) A classroom teacher appointed by the director. The teacher shall have an appropriate certification and at least two years of experience teaching in a structured literacy program.

(d) An educational service center employee appointed by the director. The employee shall have an appropriate certification.

(e) An employee of the department appointed by the director;

(f) A parent of a child with dyslexia or an adult with dyslexia appointed by the international dyslexia association in Ohio;

(g) An individual with experience in higher education and teacher preparation programs appointed by the chancellor of higher education. The individual appointed by the chancellor shall have an appropriate certification.

(h) A board member of the international dyslexia association in Ohio appointed by the international dyslexia association in Ohio. The board member shall have an appropriate certification.

(i) A school psychologist appointed by the director;

(j) A reading intervention specialist appointed by the director. The reading intervention specialist shall have an appropriate certification.

(k) A speech-language pathologist appointed by the state speech and hearing professionals board. The speech-language pathologist shall have an appropriate certification.

(2) Each appointing authority shall determine a selection process for the appointments under this section. Each appointing authority that is not the director shall make and submit to the department each appointment prescribed under this section. Members of the committee shall serve at the pleasure of their appointing authority.

(3) An individual may be appointed to the committee without required certification or experience if the appointing authority determines that the individual has sufficient experience in the individual's respective field.

(4) The director shall convene the first meeting of the committee within thirty days after nine members have been appointed to the committee. At the first meeting, members of the committee shall elect one of the members as chairperson.

(5) The department shall provide facilities for the meetings of the committee.

(C)(1) Not later than December 31, 2021, the Ohio dyslexia committee shall develop a guidebook regarding the best practices and methods for universal screening, intervention, and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies using a structured literacy program.

(2) The committee shall provide an opportunity for public input when developing the guidebook, in the manner determined by the committee.

(3) Prior to its distribution, the guidebook shall be subject to final approval by the department.

(4) The guidebook shall be developed and issued to districts and schools in an electronic format. After the initial development of the guidebook, the Ohio dyslexia committee shall update the guidebook as necessary.

(D) The department, in collaboration with the Ohio dyslexia committee, shall do all of the following:

(1) Provide structured literacy program professional development for teachers in evidence-based dyslexia screening and intervention practices for the purposes of section 3319.077 of the Revised Code.

(2) Assist school districts and other public schools in establishing multidisciplinary teams to support the identification, intervention, and remediation of dyslexia;

(3) Develop reporting mechanisms for districts and schools to submit to the department the information and data required in the guidebook developed under this section;

(4) Develop academic standards for kindergarten in reading and writing that incorporate a structured literacy program;

(5) Provide on the department's web site information about training for teachers about dyslexia that is available at minimal or no cost.

(E) The department, in collaboration with the Ohio dyslexia committee, shall identify reliable, valid, universal, and evidence-based screening and intervention measures that evaluate the literacy skills of students enrolled in grades kindergarten through five using a structured literacy program.

(F) The Ohio dyslexia committee may do any of the following:

(1) Recommend appropriate ratios in school buildings for students to teachers who have received certification in identifying and addressing dyslexia;

(2) Recommend which other school personnel, including school psychologists or speech-language pathologists, should receive certification in identifying and addressing dyslexia;

(3) Consider and make recommendations regarding whether professional development required under section 3319.077 of the Revised Code should require the completion of a practicum.

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Effective Approaches to Intervention for Children With Dyslexia

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Effective Approaches to Intervention for Children With Dyslexia

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Effective Approaches to Intervention for Children With Dyslexia

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PD to Address the Needs of Children with Reading Difficulties and Dyslexia

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PD to Address the Needs of Children with Reading Difficulties and Dyslexia

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Professional Development to Address the Needs of Children with Reading Difficulties and Dyslexia

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The Importance of Screening and Progress Monitoring

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The Importance of Screening and Progress Monitoring

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The Importance of Screening and Progress Monitoring

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Effective and Efficient Screening For Dyslexia in Schools

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Why Early Intervention for Students At-Risk for Dyslexia is Critical

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Why Early Intervention for Students At-Risk for Dyslexia is Critical

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Why Early Intervention For Students At Risk For Dyslexia Is So Critical

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Supporting Children with Dyslexia: Insights From Neuroscience

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THANK YOU!

Dolly Parton's Imagination Library of Ohio is greatly appreciative of financial contributions from the Ohio General Assembly and our 70 local program partners. Additionally, we are greatly appreciative of financial contributions from various donors and sponsors.

These financial contributions continue to ensure the program remains at no cost for families who enroll their kids.

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Dolly Parton's Imagination Library of Ohio mails kids one free book each month until his or her 5th birthday. Any child in Ohio between birth and age 5 is eligible for the program, which is available at no cost to families.

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Day-by-Day Ohio Family Literacy Calendar

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Day-by-Day Ohio Family Literacy Calendar

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Crane Center - Earlychildhood Research and Policy

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Read Together, Grow Together - Crane Center

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Get 8 tips for families on making the most of the time spent reading with your young child.

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https://www.youtube.com/watch?v=TnSqv5ZuFCY&t=2s

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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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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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Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high-quality curriculum! Join Melissa and Lori as they tackle new ways of thinking about how to teach reading and writing. Guests include literacy researchers a…

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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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Foundational Skills to Support Reading for Understanding in K-3rd Grade

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Foundational Skills to Support Reading for Understanding in K-3rd Grade

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Reading 101: Self-Paced Learning Modules

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Core knowledge about reading is a key to effective literacy instruction. Our free, self-paced learning modules can help you deepen your understanding of the building blocks of reading and writing.

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Science of Reading for Administrators On-Demand Webinar

Are you ready to unlock the potential of the Science of Reading in your district or school?

Administrators, join us for this complimentary, concentrated, and engaging one-hour webinar that delves into the groundbreaking research and practical applications behind the Science of Reading. For 18 years, Really Great Reading has been a leader in providing Science of Reading professional development. We have seen educators nationwide embrace the Science of Reading, and have witnessed remarkable transformations.

What will you learn during this webinar:

Discover, what does the Science of Reading look like in the classroom?

Gain a deep understanding of the key principles that drive dramatic improvements in student outcomes.

Learn insights and common misconceptions surrounding the Science of Reading.

Other On-Demand Webinars

We are offering webinars on Erasing the Misery of Reading and Spelling Multisyllabic Words, Bringing the Science of Reading to Life in the Classroom, Grouping Matrix Advanced Exploration, Continuing Phonics Suite Instruction, and Assessing students in Distance Learning Environments, as well as advanced Implementation trainings on Countdown, Blast, HD Word and Boost/Blitz. Please spread the word and feel free to register for any of our FREE webinars.

Distance Learning
Continuing Phonics Suite Instruction in Distance Learning Environments
On-Demand
Part 1 - Watch Now Part 2 - Watch Now

Diagnose & Group Students

Why use the Diagnostic Decoding Surveys?

In just 5-7 minutes, answer these key questions: Which students are struggling with decoding? What types of words are they struggling with? What is the source of the underlying confusion?

Kindergarten Foundational Skills Surveys & the Grouping Matrix - a detailed look at how to assess Kindergarteners, group them based on their pre-decoding/decoding skills, and measure their progress.

1st Grade Foundational Skills Surveys & the Grouping Matrix - a detailed look at how to assess 1st Grade students, group them based on their decoding skills, and measure their progress during this critical year.

2nd-12th Diagnostic Decoding Surveys & the Grouping Matrix - a detailed look at how to assess 2-12th grade students, group them based on their decoding skills, and measure their progress as they progress through the grade(s).

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row][oneFourth]Watch Now![/oneFourth][threeFourth]Science of Reading for Administrators On-Demand Webinar Are you ready to unlock the potential of the Science of Reading in your district or school? Administrators, join us for this complimentary, concentrated, and engaging one-hour webinar that delves into the groundbreaking research and practical applications behind the

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Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

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Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

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Share this: `

Structured literacy (SL) teaching is the most effective approach for students who experience unusual difficulty learning to read and spell printed words. The term refers to both the content and methods or principles of instruction. It means the same kind of instruction as the terms multisensory structured language education and structured language and literacy.

Structured literacy teaching stands in contrast with approaches that are popular in many schools but that do not teach oral and written language skills in an explicit, systematic manner. Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading disabilities including dyslexia.
Content of SL Instruction: Language
Dyslexia and most reading disorders originate with language processing weaknesses. Consequently, the content of instruction is analysis and production of language at all levels: sounds, spellings for sounds and syllables, patterns and conventions of the writing system, meaningful parts of words, sentences, paragraphs, and discourse within longer texts.

Phoneme awareness. Becoming consciously aware of the individual speech sounds (phonemes) that make up words is a critical foundation for learning to read and spell. A phoneme is the smallest unit of speech that can change the meaning of a word. For example, the different vowel phonemes in mist, mast, must, and most create different words. Although linguists do not agree on the list of phonemes in English, it has approximately 43 phonemes-25 consonants and 18 vowels.

In preschool and early kindergarten, children typically learn the underpinnings for phoneme awareness, including rhyming, counting spoken syllables, and reciting phrases beginning with the same sound. By the end of kindergarten, children should identify each speech sound by ear and be able to take apart and say the separate sounds of simple words with two and three sounds. More advanced phoneme awareness skills, especially important for spelling and reading fluency, include rapidly and accurately taking apart the sounds in spoken words (segmentation), putting together (blending) speech sound sequences, and leaving out (deleting) or substituting one sound for another to make a new word. These exercises are done orally, without print, and should be part of instruction until students are proficient readers. A large proportion of individuals with dyslexia has difficulty with this level of language analysis and needs prolonged practice to grasp it.

Phoneme awareness is an essential foundation for reading and writing with an alphabet. In an alphabetic writing system like English, letters and letter combinations represent phonemes. Decoding print is possible only if the reader can map print to speech efficiently; therefore, the elements of speech must be clearly and consciously identified in the reader's mind.

Sound-Symbol (phoneme-grapheme) correspondences. An alphabetic writing system like English represents phonemes with graphemes. Graphemes are letters (a, s, t, etc.) and letter combinations (th, ng, oa, ew, igh, etc.) that represent phonemes in print. The basic code for written words is the system of correspondences between phonemes and graphemes. This system is often referred to as the phonics code, the alphabetic code, or the written symbol system.

The correspondences between letters and speech sounds in English are more complex and variable than some languages such as Spanish or Italian. Nevertheless, the correspondences can be explained and taught through systematic, explicit, cumulative instruction that may take several years to complete.

Patterns and conventions of print (orthography). Through explicit instruction and practice, students with dyslexia can be taught to understand and remember patterns of letter use in the writing system. For example, some spellings for consonant sounds, such as -ck, -tch, and -dge, are used only after short vowels. Some letters, like v and j, cannot be used at the ends of words. Only some letters are doubled. Some letters work to signal the sounds of other letters. These conventions can all be taught as part of the print system or orthography.

Print patterns and conventions exist as well for representing the vowel sounds in written syllables. It is a convention that almost every written syllable in English has a vowel grapheme. Structured Literacy programs usually teach six basic types of written syllables: closed (com, mand), open (me, no), vowel-consonant-e (take, plete), vowel team (vow, mean), vowel-r combinations (car, port), and the final consonant-le pattern (lit-tle, hum-ble). Recognizing written syllable patterns helps a reader divide longer words into readable chunks, and helps in understanding spelling conventions such as doubling of consonant letters (little vs. title).

Morphology. A morpheme is the smallest unit of meaning in a language. Morphemes include prefixes, roots, base words, and suffixes. These meaningful units are often spelled consistently even though pronunciation changes as they are combined into words (define, definition; nation, national; restore, restoration). Recognizing morphemes helps students figure out and remember the meanings of new words. In addition, knowledge of morphology is an aid for remembering spellings such as at-tract-ive and ex-press-ion.

Syntax. Syntax is the system for ordering words in sentences so that meaning can be communicated. The study of syntax includes understanding parts of speech and conventions of grammar and word use in sentences. Lessons include interpretation and formulation of simple, compound, and complex sentences, and work with both phrases and clauses in sentence construction.

Semantics. Semantics is the aspect of language concerned with meaning. Meaning is conveyed both by single words and by phrases and sentences. Comprehension of both oral and written language is developed by teaching word meanings (vocabulary), interpretation of phrases and sentences, and understanding of text organization.

Reading comprehension is a product of both word recognition and language comprehension. Throughout structured literacy instruction, students should be supported as they work with many kinds of texts-stories, informational text, poetry, drama, and so forth, even if that text is read aloud to students who cannot yet read it independently. Reading worthwhile texts that stimulate deep thinking is a critical component of Structured Literacy.
Principles and Methods of SL Instruction
Explicit. In SL instruction, the teacher explains each concept directly and clearly, providing guided practice. Lessons embody instructional routines, for example, quick practice drills to build fluency, or the use of fingers to tap out sounds before spelling words. The student applies each new concept to reading and writing words and text, under direct supervision of the teacher who gives immediate feedback and guidance. Students are not expected to discover or intuit language concepts simply from exposure to language or reading.

Systematic and cumulative. In an SL approach, the teacher teaches language concepts systematically, explaining how each element fits into the whole. Instruction follows a planned scope and sequence of skills that progresses from easier to more difficult. One concept builds on another. The goal of systematic teaching is automatic and fluent application of language knowledge to reading for meaning.

Hands-on, engaging, and multimodal. Methods often include hands-on learning such as moving tiles into sound boxes as words are analyzed, using hand gestures to support memory for associations, building words with letter tiles, assembling sentences with words on cards, color-coding sentences in paragraphs, and so forth. Listening, speaking, reading, and writing are often paired with one another to foster multimodal language learning.

Diagnostic and responsive. The teacher uses student response patterns to adjust pacing, presentation, and amount of practice given within the lesson framework. The teacher monitors progress through observation and brief quizzes that measure retention of what has been taught.
References
Birsh, J., & Carreker, S. (2019). Multisensory teaching of basic language skills, 4th ed. Baltimore, MD: Brookes Publishing.

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Implications from Post-NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading (pp. 69-96), London, UK: Psychology Press.

Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of Guided Reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268-293.

Ehri, L., Nunes, S. R., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

International Dyslexia Association. Knowledge and Practice Standards for Teachers of Reading. https://dyslexiaida.wpengine.com/knowledge-and-practices/

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing.

Moats, L. C. (2010). Speech to print: Language essentials for teachers, 2nd ed. Baltimore, MD: Paul H. Brookes Publishing.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child and Human Development.

Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can't, and what can be done about it. New York, NY: Basic Books.
The International Dyslexia Association (IDA) thanks Louisa Moats, Ed.D., for her assistance in the preparation of this fact sheet.
The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

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Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties - International Dyslexia Association

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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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Is My Kid Learning How to Read? Part 1: Purple Challenge

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A Brief Introduction to the Science of Reading Video by Stephanie Stollar

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A Brief Introduction to the Science of Reading Video by Stephanie Stollar

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Stephanie Stollar "A Brief Introduction to the Science of Reading"

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Literacy Resources | Shanahan on Literacy

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Literacy Resources, Browse through a wide selection of literacy education resources gathered for you!

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David Kilpatrick is often referred to in any discussion about the Science of Reading. His book Equipped for Reading Success is a must-own for any primary teacher or literacy interventionist. It provides a practical step-by-step approach to teaching phonemic awareness and orthographic mapping.

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties

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While Equipped for Reading Success provides the how of reading instruction, Kilpatrick’s book the Essentials of Assessing, Preventing, and Overcoming Reading Difficulties offers the why. It explains the causes behind why readers struggle, ways to assess skills, and how to remediate those difficulties. This is an extremely comprehensive resource that is not a quick read and is best used as a reference guide.

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Shifting the Balance by Burkins and Yates is the perfect starting point for teachers making the switch from Balanced Literacy. Through 6 shifts, educators can gradually incorporate the concepts from the Science of Reading into their instruction. Teachers are provided practical suggestions for slightly altering their current instruction in a manageable way. There is also a Shifting the Balance book for the upper elementary grades.

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Reading in the Brain, Language at the Speed of Sight by Mark Seidenberg provides a thorough look at the research of how we read, similar to Reading in the Brain. Since this is a technical book with extensive research it is not a quick or easy read, but it does provide valuable insights for educators.

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Reading in the Brain: The New Science of How We Read

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Reading in the Brain: The New Science of How We Read

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Even though the Science of Reading has recently gained popularity, it has been around for years. As evidenced by Dehaene’s book, Reading in the Brain: The New Science of How We Read, which was published in 2010! This is not necessarily an easy read as it provides extensive research behind HOW we read. So if you’re looking for a more practical guide on how to teach students to read, this may not be the book for you.

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Speech to Print by Louisa Cook Moats is a book that consistently makes it onto any list of essential Science of Reading resources. And for good reason! She provides in-depth information about the structure of our language well beyond what most of us were taught. Learn more about phonology, morphology, and syntax to help your students better understand how words work.

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Meredith and David Liben offer a practical approach to improving reading instruction based on their own experiences in Know Better, Do Better. They provide the research behind their findings and the instructional practices and materials that make an impact.

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How to Plan Differentiated Reading Instruction

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How to Plan Differentiated Reading Instruction

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While other books offer the why behind the Science of Reading, this book offers the how. In Walpole and McKenna’s book How to Plan Differentiated Reading Instruction, teachers are provided with a framework for their small group instruction. Learn specific lessons for teaching phonological awareness, word recognition, fluency, vocabulary, and comprehension. There’s also a wealth of supplemental resources available online!

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This new title from a powerhouse pair is at the top of our reading lists. They founded a New York City school that became a model for science of reading–aligned teaching, and they’re experts at translating research into classroom-friendly advice. Read this book to learn priority routines that will have a big impact on kids’ reading comprehension—and help them delight in language and reading too.

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 Shifting the Balance: 6 Ways To Bring the Science of Reading Into the Upper Elementary Classroom

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 Shifting the Balance: 6 Ways To Bring the Science of Reading Into the Upper Elementary Classroom

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Applying the science of reading to upper elementary teaching is its own beast. This title maintains the same helpful format as the K-2 book but focuses on what research suggests we do to support comprehension, vocabulary, fluency, and decoding once kids have moved past the earliest stages of learning to read to grades 3-5.

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Clear a spot to keep this handy little reference volume on your desk at all times. It’s a collection of straightforward explanations and word lists for so many phonetic patterns, from short and long vowels to confusing situations like “ch as in Chicago.”

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades

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As we take a closer look at our reading instruction, naturally we consider writing instruction too. The Hochman Method of writing instruction aims to turn students into strong communicators through focusing on writing at the sentence, paragraph, and composition level throughout the school day. If you feel like you’ve been “assigning writing but not teaching it,” you’ll really appreciate this book.

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The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How To Fix It

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The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How To Fix It

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Natalie Wexler shares an emphatic perspective on what research says about the impact of background knowledge on students’ reading (and overall school) success. Do you want to be able to stick up for content-area teaching for kids? If so, you’ll love this one.

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*descriptions of books are not indicative of my personal opinion

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*descriptions of books are not indicative of my personal opinion

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Research

This animation will provide a brief overview of phonology, the speech sound system of a language, and how these sounds can be pronounced, sequenced and combined to make words.

Phonological Processing - A Real-World Scenario

This animation will help clarify the broad term of 'phonological processing', which describes the neuro-mechanisms that allow us to acquire, retain, and express the speech sounds of our language.

Phonological Awareness Skill Progression

It is essential to understand the developmental progression of phonological awareness skills in spoken language: words, syllables, onset-rimes, and phonemes.

Practice
Phonemic Awareness Cards

Click on image to download full PDF of AIM's Phonemic Awareness Cards.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Phonological Awareness - AIM Institute for Learning & Research

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Research This animation will provide a brief overview of phonology, the speech sound system of a language, and how these sounds can be pronounced, sequenced and combined to make words. Phonological Processing - A Real-World Scenario This animation will help clarify the broad term of 'phonological processing', which describes the neuro-mechanisms that allow us to acquire, retain, and express the speech sounds of our language.

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The key to building automatic word recognition skills is to teach students to translate graphemes into speech sounds, then blend the sounds for phonic decoding, and to apply their knowledge of spelling patterns and morphemes to read words.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Sight Recognition - AIM Institute for Learning & Research

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Sight Recognition - The AIM Institute for Learning & Research translates evidence-based literacy strategies into classroom practices through teacher training.

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Research

This simple animation defines what students should be able to do by first grade and discusses how instructors can build early alphabet knowledge.

Practice

FCRR Alphabet Knowledge Letter Arc Activity

Click on image to download full PDF from Florida Center for Reading Research of the Alphabet Knowledge Letter Arc Activity.

This activity helps students develop the alphabetic principle, by identifying a sound and matching the sound with the corresponding grapheme.

FCRR Alphabet Knowledge Sound Bags Activity

Click on image to download full PDF from Florida Center for Reading Research of the Alphabet Knowledge Sound Bags Activity.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Decoding - AIM Institute for Learning & Research

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Research This simple animation defines what students should be able to do by first grade and discusses how instructors can build early alphabet knowledge. Practice FCRR Alphabet Knowledge Letter Arc Activity Click on image to download full PDF from Florida Center for Reading Research of the Alphabet Knowledge Letter Arc Activity.

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This animation describes a four-part instructional approach to teaching vocabulary: Word Conscious Classrooms, Intentional Instruction, Incidental Language Experiences, and Intentional Word Learning Strategies.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Vocabulary - AIM Institute for Learning & Research

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This animation describes a four-part instructional approach to teaching vocabulary: Word Conscious Classrooms, Intentional Instruction, Incidental Language Experiences, and Intentional Word Learning Strategies. Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

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Inference making is a critical skill needed for reading comprehension, but it can be challenging for students to do independently. This video explains how to explicitly break down the skill of inference-making into four distinct components using a graphic organizer. This will help make the process more manageable for students and lead to informed inferences about their reading.

Graphic Organizer - Inference Making

Click on image to download full PDF of AIM's Inference Making Graphic Organizer.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Verbal Reasoning - AIM Institute for Learning & Research

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Verbal Reasoning - The AIM Institute for Learning & Research translates evidence-based literacy strategies into classroom practices through teacher training.

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Background knowledge is a critical strand of language comprehension and impacts the ability to make meaning and understand text.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Background Knowledge - AIM Institute for Learning & Research

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Background knowledge is a critical strand of language comprehension and impacts the ability to make meaning and understand text. Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

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Sentence comprehension and sentence construction are building blocks for reading comprehension. Understanding syntax helps students use the order and organization of words, phrases, and clauses within sentences to make sense of what they are reading. In this video, an instructor will discuss syntax, the language structure that acts as a vehicle for conveying meaning.

Explore More Strands of the Reading Rope

Click on a Strand Image from the Reading Rope for Videos and Downloadable Materials providing research information and practice opportunities.

The majority of the videos and content in Pathways to Practice are a small sampling of the hundreds of learning objects in our AIM Pathways online teacher training platform. Learn more about our comprehensive courses in the science of reading. Join us for a webinar or demo the platform.
Discover AIM Pathways

Free access to content on Pathways to Practice pages is available for individual use only and with the exception of downloadable activity documents may not be copied or reproduced. All materials are copyrighted by Academy in Manayunk (dba as AIM Institute for Learning & Research). Please contact Dawn Brookhart at dbrookhart@aimpa.org for information about permission to share or use.

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Language Structures - AIM Institute for Learning & Research

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Language Structures - The AIM Institute for Learning & Research translates evidence-based literacy strategies into classroom practices through teacher training.

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Literacy Knowledge - AIM Institute for Learning & Research

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Literacy Knowledge - The AIM Institute for Learning & Research translates evidence-based literacy strategies into classroom practices through teacher training.

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Podcasts form Haskins Global Literacy Hub partners

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Listen to Science of Reading for Grades 4-12 on Spotify. Welcome to the Science of Reading Podcast for grades 4-12. Your hosts, Dr. Katie McKnight and Dr. Jenny French have been classroom teachers, university professors, school consultants and authors.