# data[].attributes.attachment_link.provider_name
Teacher Professional Learning | Literacy, Math | MTSS

# data[].attributes.attachment_link.title
Data Entry Forms: Assessing Reading: Multiple Measures, Revised 2nd Edition - Teacher Professional Learning | Literacy, Math | MTSS

# data[].attributes.attachment_link.description
Assessing Reading: Multiple Measures, Revised 2nd Edition provides a collection of tests for the comprehensive assessment of skills related to reading. These assessments can help identify why a student is having reading difficulty, determine what the next step in instruction should be to remediate that difficulty, and monitor progress throughout the course of instruction.

# data[].attributes.headline
10 Maxims: What We've Learned So Far About How Children Learn to Read 

# data[].attributes.subject
10 Maxims: What We've Learned So Far About How Children Learn to Read 

# data[].attributes.attachment_link.readable_text
Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

This may seem like a fool's errand, because no set of maxims can fully convey the scope or the nuance of thousands of studies. I hope nevertheless that these maxims might be useful in crystallizing some of the most essential findings. In collaboration with some outstanding researchers and practitioners, I've compiled a selective list of studies that underlie each of the ten maxims. The research behind the maxims addresses a wide range of individual differences in reading development, reading difficulties and reading instruction. Taken as a whole, the studies encompass children identified as having dyslexia and other learning disabilities as well as children who struggle with reading as a result of inadequate instruction. Many of the studies also include proficient readers.

Because these maxims are very broad, there is of course more to say about specific sub-populations of students with distinct strengths and needs. I encourage advocates for these students to formulate additional maxims that are not adequately covered by these first ten. Any additions should be in clear, consumer-friendly language and supported by cited studies that report relevant empirical findings.

The overarching message is that learning to read is a complex process involving multiple abilities, skills, and knowledge. Each is essential but none is sufficient on its own.

With that as prologue, here are my ten maxims:

1. Almost all children learn to speak naturally; reading and writing must be taught.

2. Literacy begins at birth. It is root ed in early social interactions and experiences that include regular exposure to oral language and print. Strong roots tend to produce stronger readers.

3. All good readers are good decoders. Decoding should be taught until children can accurately and independently read new words. Decoding depends on phonemic awareness : a child's ability to identify individual speech sounds. Decoding is the on-ramp for word recognition .

4. Fluent readers can instantly and accurately recognize most words in a text. They can read with expression and at an appropriate rate for their age. Reading fluency requires comprehension AND it supports comprehension.

5. Comprehension-the goal of reading-draws on multiple skills and strengths, including a solid foundation of vocabulary and background knowledge.

6. One size does not fit all: use student data to differentiate your instruction.

7. Direct, systematic instruction helps students develop the skills they need to become strong readers. Indirect, three-cueing instruction is unpredictable in its impact on word reading and leaves too much to chance.

8. These maxims apply to English Learners/Emergent Bilinguals, who often need extra support to bolster their oral language as they learn to read and write in a new language.

9. We should support students who speak languages or dialects other than General American English at home, by honoring their home language and by giving them expanded opportunities to engage with General American English text.

10. To become good readers and writers, students need to integrate many skills that are built over time.

With appreciation to Kelly Butler, Claude Goldenberg, and Noel Gunther.

Contributors: Jane Ashby, Louise Dechovitz, Linda Diamond, Jan Hasbrouck, Kari Kurto, and Julie Washington
Read the research behind the maxims.

# data[].attributes.attachment_link.title
10 Maxims: What We've Learned So Far About How Children Learn to Read

# data[].attributes.attachment_link.description
Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

# data[].attributes.attachment_link.title
Decoding Strategy for Multisyllabic Words  (1).pdf

# data[].attributes.attachment_link.title
Explicit Vocabulary Instruction Procedure Planning Template (2) (2).pdf

# data[].attributes.attachment_link.title
SPELLING DICTATION PROCEDURE (1) (1).pdf

# data[].attributes.attachment_link.description
View the results of the updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal, with compiled ORF norms for grades 1-6. You'll also find an analysis of how the 2017 norms differ from the 2006 norms.

# data[].attributes.attachment_link.provider_name
Iowa Reading Research Center - The University of Iowa

# data[].attributes.attachment_link.readable_text
Much like reading, writing is not a skill we are born with, so students need to be taught these concepts in a systematic and explicit manner. As a result of handwriting instruction, students learn letter shapes and letter sounds-two skills closely related to early reading development. Focusing on letter identification and formation, LIFTER gives students the building blocks they will need to become proficient writers and readers.

A Supplement to Core Instruction

LIFTER is intended to supplement core instruction in pre-kindergarten and elementary classrooms. Nationally, elementary teachers often report that they have received limited to no preparation on how to effectively teach handwriting, and their students receive minimal instruction on handwriting ( Graham, Collins, Ciullo, 2023 ; Troia & Graham, 2017 ). In Iowa, the districts we have partnered with report the need for better supports to teach this critical skill.

In addition, when teachers do provide handwriting instruction to their students, their reading curriculum often teaches letters in a different sequence than their handwriting curriculum. This can result in a heavy lift for students trying to learn two competing sequences of letters at the same time.

LIFTER offers a solution to these concerns. When using LIFTER, educators control the sequence of letters they will teach, allowing them to align the tool to their reading curriculum. With LIFTER's flexible functionality and comprehensive, accompanying eLearning module, educators unlock the knowledge and materials they need to provide effective handwriting instruction to their students.

# data[].attributes.attachment_link.description
Literacy LIFTER: Letter Identification and Formation for Transcription and Early Reading

# data[].attributes.attachment_link.title
SPELLING DICTATION PROCEDURE (1) (1).pdf

# data[].attributes.attachment_link.description
The ability to see a word and know how to pronounce it without consciously thinking about it

# data[].attributes.attachment_link.readable_text
Please enable JavaScript for this site to work properly.

Learning about the building blocks of words can help you make sense of unfamiliar words.

Differentiated vocabulary for your students is just a click away.

# data[].attributes.attachment_link.description
Please enable JavaScript for this site to work properly. Learning about the building blocks of words can help you make sense of unfamiliar words. Differentiated vocabulary for your students is just a click away.

# data[].attributes.headline
Blank Interactive Word Wall (Concept Map) Print & Laminate! 

# data[].attributes.subject
Blank Interactive Word Wall (Concept Map) Print & Laminate! 

# data[].attributes.attachment_link.description
Learn how to teach Inferencing, when to teach the skill, how to build fluency, how to assess student learning & more. Includes sample lesson plans.

# data[].attributes.attachment_link.title
2024 Back to School Series - Syntax to Support Comprehension

# data[].attributes.attachment_link.title
2024 Back to School Series - Rapid Automatic Practice

# data[].attributes.attachment_link.description
Access Google Sheets with a personal Google account or Google Workspace account (for business use).

# data[].attributes.headline
The Noun Project - Helpful for Visuals! 

# data[].attributes.subject
The Noun Project - Helpful for Visuals! 

# data[].attributes.attachment_link.title
Noun Project: Free Icons & Stock Photos for Everything

# data[].attributes.attachment_link.description
Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

# data[].attributes.attachment_link.readable_text
Educators choose specific phonics skills for practice, students choose any topic they want (like really, anything), and Decodable Reads writes a high-quality story - in seconds!

Try for free - no credit card required

# data[].attributes.attachment_link.description
Create custom decodable materials with your Science of Reading students

# data[].attributes.attachment_link.description
Check out this Presentation designed by Kellyn Sirach.

# data[].attributes.attachment_link.description
If you are interested in the support of the ILSLD Support Project (Kellyn or Janet) during the school year, please fill out this form.

# data[].attributes.attachment_link.description
The purpose of the Dyslexia Handbook is to provide information and guidance for educational professionals, school leaders, families, guardians, and students themselves on the subject of dyslexia.

# data[].attributes.attachment_link.title
Copy of 3x3 Decoding Lesson Plan Template