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Science of Reading - What I should have learned in college

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Science of Reading - What I should have learned in college

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https://www.ascd.org/el/articles/reading-disability-and-the-brain

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The past decade has witnessed extraordinary progress in our understanding of the nature of reading and reading difficulties. Never before have rigorous science (including neuroscience) and classroom instruction in reading been so closely linked. For the first time, educators can turn to well-designed, scientific studies to determine the most effective ways to teach reading to beginning readers, including those with reading disability (National Reading Panel, 2000).

What does the evidence tell us? Several lines of investigation have found that reading originates in and relies on the brain systems used for spoken language. In addition, accumulating evidence sheds light on the nature of reading disability, including its definition, prevalence, longitudinal course, and probable causes. Although the work is relatively new, we have already made great progress in identifying the neural systems used for reading, identifying a disruption in these systems in struggling readers, and understanding the neural mechanisms associated with the development of fluent reading.

Reading and Spoken Language

Spoken language is instinctive-built into our genes and hardwired in our brains. Learning to read requires us to take advantage of what nature has provided: a biological module for language.

For the object of the reader's attention (print) to gain entry into the language module, a truly extraordinary transformation must occur. The reader must convert the print on the page into a linguistic code: the phonetic code, the only code recognized and accepted by the language system. Unless the reader-to-be can convert the printed characters on the page into the phonetic code, these letters remain just a bunch of lines and circles, totally devoid of meaning. The written symbols have no inherent meaning of their own but stand, rather, as surrogates for the sounds of speech (Shaywitz, 2003).

To break the code, the first step beginning readers must take involves spoken language. Readers must develop phonemic awareness: They must discover that the words they hear come apart into smaller pieces of sound (Shaywitz, 2003).

On the basis of highly reliable scientific evidence, investigators in the field have now reached a strong consensus: Reading reflects language, and reading disability reflects a deficit within the language system. Results from large and well-studied populations with reading disability confirm that in young school-age children (Fletcher et al., 1994; Stanovich & Siegel, 1994) and in adolescents (Shaywitz et al., 1999), a weakness in accessing the sounds of spoken language represents the most robust and specific correlate of reading disability (Morris et al., 1998). Such findings form the foundation for the most successful, evidence-based interventions designed to improve reading (National Reading Panel, 2000).

Understanding Reading Disability

Reading disability, or developmental dyslexia, is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence, motivation, and education necessary for developing accurate and fluent reading (Lyon, 1995; Lyon, Shaywitz, & Shaywitz, 2003). Dyslexia is the most common and most carefully studied of the learning disabilities, affecting 80 percent of all individuals identified as learning disabled and an estimated 5-17 percent of all children and adults in the United States (Shaywitz, 2003).

Incidence and Distribution of Dyslexia

Recent epidemiological data indicate that like hypertension and obesity, reading ability occurs along a continuum. Reading disability falls on the left side of the bell-shaped curve representing the normal distribution of reading ability (Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992).

Dyslexia runs in families: One-fourth to one-half of all children who have a parent with dyslexia also have the disorder (Scarborough, 1990), and if dyslexia affects one child in the family, it is likely to affect half of his or her siblings. Recent studies have identified a number of genes involved in dyslexia (Fisher & DeFries, 2002).

Good evidence, based on surveys of randomly selected populations of children, now indicates that dyslexia affects boys and girls equally (Flynn & Rahbar, 1994; Shaywitz, Shaywitz, Fletcher, & Escobar, 1990; Wadsworth, DeFries, Stevenson, Gilger, & Pennington, 1992). Apparently, the long-held belief that only boys suffer from dyslexia reflected bias in school-identified samples: The more disruptive behavior of boys results in their being referred for evaluation more often, whereas girls who struggle to read are more likely to sit quietly in their seats and thus be overlooked.

Longitudinal studies (Bruck, 1992; Fletcher, 1996; Francis, Shaywitz, Stuebing, Shaywitz, & Scarborough, 1984; Shaywitz et al., 1995) indicate that dyslexia is a persistent, chronic condition rather than a transient "developmental lag." Children do not outgrow reading difficulties. The evidence-based interventions now available, however, can result in improved reading in virtually all children.

Neurobiological Origins of Dyslexia

For more than a century, physicians and scientists have suspected that dyslexia has neurobiological origins. Until recently, however, they had no way to examine the brain systems that we use while reading. Within the last decade, the dream of scientists, educators, and struggling readers has come true: New advances in technology enable us to view the working brain as it attempts to read.

Perhaps the most convincing evidence for a neurobiological basis of dyslexia comes from the rapidly accumulating and converging data from functional brain imaging investigations. The process of functional brain imaging is quite simple. When we ask an individual to perform a discrete cognitive task, that task places processing demands on specific neural systems in the brain. Through such techniques as functional magnetic resonance imaging (fMRI), we can measure the changes that take place in neural activity in particular brain regions as the brain meets those demands. Because fMRI uses no ionizing radiation and requires no injections, it is noninvasive and safe. We can use it to examine children or adults on multiple occasions.

Using functional brain imaging, scientists around the world have discovered not only the brain basis of reading but also a glitch in the neural circuitry for reading in children and adults who struggle to read. Our studies and those of other investigators have identified three regions involved in reading, all located on the left side of the brain (see fig. 1). In the front of the brain, Broca's area (technically the inferior frontal gyrus) is involved in articulation and word analysis. Two areas located in the back of the brain are involved in word analysis (the parieto-temporal region) and in fluent reading (the occipito-temporal region, also referred to as the word form area).

Figure 1. Three Regions of the Brain involved in Reading

Studies of dyslexic readers document an underactivation of the two systems in the back of the brain together with an overactivation of Broca's area in the front of the brain. The struggling readers appear to be turning to the frontal region, which is responsible for articulating spoken words, to compensate for the fault in the systems in the back of the brain.

Researchers have observed this neurobiological signature of dyslexic readers across cultures and across different languages (Paulesu et al., 2001). The observation of this same pattern in both children and adults supports the view that reading difficulties, including the neural disruption, do not go away with maturity. To prevent failure for students with reading disability, we must identify the disability early and provide effective reading programs to address the students' needs.

The Importance of Fluency

In addition to identifying the neural systems used for reading, research has now revealed which systems the brain uses in two important phases in the acquisition of literacy.

Beginning reading-breaking the code by slowly, analytically sounding out words-calls on areas in the front of the brain (Broca's area) and in the back of the brain (the parieto-temporal region).

But an equally important phase in reading is fluency-rapid, automatic reading that does not require attention or effort. A fluent reader looks at a printed word and instantly knows all the important information about that word. Fluent reading develops as the reader builds brain connections that eventually represent an exact replica of the word-a replica that has integrated the word's pronunciation, spelling, and meaning.

Fluency occurs step-by-step. After systematically learning letters and their sounds, children go on to apply this knowledge to sound out words slowly and analytically. For example, for the word "back," a child may initially represent the word by its initial and final consonants: "b-k." As the child progresses, he begins to fill in the interior vowels, first making some errors-reading "back" as "bock" or "beak," for example-and eventually sounding out the word correctly. Part of the process of becoming a skilled reader is forming successively more detailed and complete representations of familiar words (Shaywitz, 2003).

After the child has read the word "back" correctly over and over again, his brain has built and reinforced an exact model of the word. He now reads that word fluently-accurately, rapidly, and effortlessly. Fluency pulls us into reading. A student who reads fluently reads for pleasure and for information; a student who is not fluent will probably avoid reading.

In a study involving 144 children, we identified the brain region that makes it possible for skilled readers to read automatically (Shaywitz et al., 2002). We found that the more proficiently a child read, the more he or she activated the occipito-temporal region (or word form area) in the back of the brain. Other investigators have observed that this brain region responds to words that are presented rapidly (Price, Moore, & Frackowiak, 1996). Once a word is represented in the word form area, the reader recognizes that word instantly and effortlessly. This word form system appears to predominate when a reader has become fluent. As a result of this finding, we now know that development of the word form area in the left side of the brain is a key component in becoming a skilled, fluent reader.

Helping Struggling Readers Become More Fluent

Our study of 144 children also revealed that struggling readers compensate as they get older, developing alternate reading systems in the front of the brain and in the right side of the brain-a functioning system, but, alas, not an automatic one (Shaywitz, 2003). These readers do not develop the critical left-side word form region necessary for rapid, automatic reading. Instead, they call on the alternate secondary pathways. This strategy enables them to read, but much more slowly and with greater effort than their classmates.

This research evidence of a disruption in the normal reading pathways provides a neurobiological target for reading interventions. In a new study (Shaywitz et al., 2003), we hypothesized that an evidence-based, phonologically mediated reading intervention would help dyslexic readers develop the fast-paced word form systems serving skilled reading, thus improving their reading accuracy and fluency. Under the supervision of Syracuse University professor Benita Blachman, we provided 2nd and 3rd grade struggling readers daily with 50 minutes of individual tutoring that was systematic and explicit, focusing on helping the students understand the alphabetic principle, or how letters and combinations of letters represent the sounds of speech.

Students received eight months (105 hours) of intervention during the school year in addition to their regular classroom reading instruction. The experimental intervention replaced any additional reading help that the students might have received in school. Certified teachers who had taken part in an intensive training program provided the tutoring.

Immediately after the yearlong intervention, students in the experiment made significant gains in reading fluency and demonstrated increased activation in left hemisphere regions, including the inferior frontal gyrus and the parieto-temporal region. One year after the experimental intervention ended, these students were reading accurately and fluently and were activating all three left-side brain regions used by good readers. A control group of struggling readers receiving school-based, primarily nonphonological reading instruction had not activated these reading systems.

These data demonstrate that an intensive, evidence-based reading intervention brings about significant and durable changes in brain organization so that struggling readers' brain activation patterns come to resemble those of typical readers. If we provide intervention at an early age, then we can improve reading fluency and facilitate the development of the neural systems that underlie skilled reading.

Evidence-Based Effective Reading Instruction

In addition to new neurological research on the nature of reading, educators can draw on a body of rigorous, well-designed, scientific studies to guide reading instruction. In 1998, the U.S. Congress mandated the National Reading Panel to develop rigorous scientific criteria for evaluating reading research, apply these criteria to existing reading research, identify the most effective teaching methods, and then make findings accessible for parents and teachers. As a member of the Panel, I can attest to its diligence. After two years of work, the Panel issued its report (2000).

The major findings of the report indicate that in order to read, all children must be taught alphabetics, comprising phonemic awareness and phonics; reading fluency; vocabulary; and strategies for reading comprehension. These elements must be taught systematically, comprehensively, and explicitly; it is inadequate to present the foundational skills of phonemic awareness and phonics incidentally, casually, or fragmentally. Children do not learn how letters represent sounds by osmosis; we must teach them this skill explicitly. Once a child has mastered these foundational skills, he or she must be taught how to read words fluently.

Good evidence now indicates that we can teach reading fluency by means of repeated oral reading with feedback and guidance. Using these methods (described in detail in Shaywitz, 2003, pp. 176-246), we can teach almost every child to read. It is crucial to align all components of a program with one another-for example, to provide so-called decodable booklets that give the student practice in the specific letter-sound linkages we are teaching. The use of decodable booklets enables the repeated practice necessary to build the automatic systems in the word form region that lead to fluent reading.

Neuroscience and Reading Research Agree

We are now in an era of evidence-based education. Objective scientific evidence-provided by brain imaging studies and by the National Reading Panel's rigorous scientific review of the literature-has replaced reliance on philosophy or opinion.

Is there scientific evidence that the program is effective?

Was the program or its methodology reviewed by the National Reading Panel?

In reading instruction, are phonemic awareness and phonics taught systematically and explicitly?

How are students taught to approach an unfamiliar word? Do they feel empowered to try to analyze and sound out an unknown word first rather than guess the word from the pictures or context?

Does the program also include plenty of opportunities for students to practice reading, develop fluency, build vocabulary, develop reading comprehension strategies, write, and listen to and discuss stories (Shaywitz, 2003)?

Children are only 7 or 8 years old once in their lifetime. We cannot risk teaching students with unproven programs. We now have the scientific knowledge to ensure that almost every child can become a successful reader. Awareness of the new scientific knowledge about reading should encourage educators to insist that reading programs used in their schools reflect what we know about the science of reading and about effective reading instruction.

Copyright 2004 Sally E. Shaywitz and Bennett A. Shaywitz.

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The past decade has witnessed extraordinary progress in our understanding of the nature of reading and reading difficulties. Never before have rigorous science (including neuroscience) and classroom instruction in reading been so closely linked. For the first time, educators can turn to well-designed, scientific studies to determine the most effective ways to teach reading to beginning readers, including those with reading disability (National Reading Panel, 2000).

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Literacy for Physical Disabilities and Complex Communication Needs

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Literacy for Physical Disabilities and Complex Communication Needs

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https://a.co/d/eSx9mDT

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Speech to Print: Language Essentials for Teachers

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Amazon.com: Speech to Print: Language Essentials for Teachers: 9781681253305: Moats Ed.D., Louisa Cook, Brady Ph.D., Dr. Susan: Books

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https://a.co/d/h9JBmLx

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Why Our Children Can't Read and What We Can Do About It: A Scientific Revolution in Reading

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In America today, 43 percent of our children fall below grade level in reading. In her meticulously researched and groundbreaking work, Diane McGuinness faults outmoded reading systems for this crisis -- and provides the answers we need to give our children the reading skills they need. Drawing o...

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Teaching Foundational Reading Skills to Students with Intellectual Disabilities

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Teaching Foundational Reading Skills to Students with Intellectual Disabilities

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Background Knowledge on Science of Reading

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Background Knowledge on Science of Reading

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https://features.apmreports.org/reading/
Series of articles and podcasts by Emily Hanford that outline the problems with balanced literacy reading instruction and the need for science of reading in schools.

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NEW PODCAST

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 new 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.

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In 2017, Emily Hanford began investigating how children are taught to read. In a series of ongoing reports, collected here, she helped teachers, parents and policymakers recognize widespread flaws in instruction and helped spark a movement to bring the science of reading to schools.

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Foundational article by Louisa Moats, updated for 2020.

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Teaching Reading is Rocket Science 2020 2.pdf

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Collection of videos on the Science of Reading from The Reading League

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"reading instruction" rti dyslexia "reading intervention" "reading education" education "reading science" "science of reading" phonics

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The Reading League (TRL) is a national education non-profit led by educators and reading experts dedicated to promoting knowledge to reimagine the future of reading education and accelerate the global movement toward reading instruction rooted in science.

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Resources, podcast, journal articles centered around science of reading.

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

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Collection of conference sessions on science of reading topics from PaTTAN. PaTTAN has an excellent resource of trainings available on Youtube, check frequently as they often post new webinars.

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The 2022 PaTTAN Literacy Symposium will provide educators in all capacities with the opportunity to deepen their knowledge and skills pertaining to evidence-...

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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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Ohio Department of Education 2019 Literacy Academy

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Ohio Department of Education 2019 Literacy Academy

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Share your videos with friends, family, and the world

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Ohio Department of Education 2020 Literacy Academy

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Ohio Department of Education 2020 Literacy Academy

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Share your videos with friends, family, and the world

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

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See evidence-based literacy instruction in action, as Literacy How mentors and classroom teachers demonstrate activities and lessons for PreK-grade 3 students. Topics align with Literacy How’s Reading Wheel: Oral Language, Phoneme Awareness, Phonics, Spelling, Syntax, Vocabulary, Morphology, Text Co…

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https://anchor.fm/thescienceofspecialeducation

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Welcome to The Science of Special Education Podcast! In this podcast, we will explore the science of special education as we dive deep into the research behind how students learn and how teachers teach. Topics such as the Science of Reading, Science of Math, brain development and more will be covered as we talk to those in the trenches and the researchers studying them.

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Great book on teaching vocabulary

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Bringing Words to Life, Second Edition: Robust Vocabulary Instruction

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Amazon.com: Bringing Words to Life, Second Edition: Robust Vocabulary Instruction: 8601405872920: Isabel L. Beck, Margaret G. McKeown, Linda Kucan: Books

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https://www.cde.state.co.us/coloradoliteracy/sorglossaryofterms

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https://www.facebook.com/groups/724170539133546

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Science of Reading - Special Education | Facebook

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A group to discuss the Science of Reading and how it applies to our special education students and classrooms.

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In each episode, host Susan Lambert, Chief Academic Officer, Elementary Humanities at Amplify Education, explores the increasing body of scie

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How we Remember Words, and Why Some Children Don't

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How we Remember Words, and Why Some Children Don't

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David Kilpatrick "How We Remember Words, and Why Some Children Don't"

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Science of Reading - Kindergarten/First/Second Grade

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Science of Reading - Kindergarten/First/Second Grade

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https://www.facebook.com/groups/526331974959611

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Science of Reading - Kindergarten/First/Second Grade | Facebook

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This is a group for primary teachers to give each other ideas for how the science of reading looks in the primary grades.

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https://www.thereadingleague.org/wp-content/uploads/2018/09/Whole-Language-High-Jinks-Moats.pdf?fbclid=IwAR3xIXQe0_zKKrVt_XuT-rQWFnaaJu94uBEK8PTXiTVLCwkJ4NGkULZUpJc

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Science of Reading  - 3rd Grade and Beyond

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Science of Reading  - 3rd Grade and Beyond

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https://www.facebook.com/groups/984967325325898

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Science of Reading - 3rd grade and beyond has 3,932 members. The purpose of this group is to connect the research from the science of reading to develop proficient, skilled readers for those students...

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https://a.co/d/gZJPt8D

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

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Amazon.com: The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades: 9781119364917: Hochman, Judith C., Wexler, Natalie: Books

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https://a.co/d/cj3nPiq

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The ABC’s and All Their Tricks - paperback

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Amazon.com: The ABC’s and All Their Tricks - paperback: 0884281022698: Margaret Bishop: Books

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https://a.co/d/fEB92D3

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Proust and the Squid: The Story and Science of the Reading Brain

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Proust and the Squid: The Story and Science of the Reading Brain [Wolf, Maryanne] on Amazon.com. *FREE* shipping on qualifying offers. Proust and the Squid: The Story and Science of the Reading Brain

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https://a.co/d/30B9qF8

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Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson (Corwin Teaching Essentials)

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Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson (Corwin Teaching Essentials) [Hollingsworth, John R., Ybarra, Silvia E.] on Amazon.com. *FREE* shipping on qualifying offers. Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson (Cor…

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https://www.youtube.com/watch?v=5ozikJR3oY8&t=5s

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Advancing Science of Reading in the Early Years - K–5 Literacy Program & Curriculum | Amplify CKLA

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https://a.co/d/91LYWp8

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Amazon.com: Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom: 9781625315106: Burkins, Jan, Yates, Kari: Books

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https://a.co/d/bcojnsL

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Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy

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Amazon.com: Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy: 9781936706211: Denise Eide: Books

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https://podcasts.apple.com/us/podcast/melissa-and-lori-love-literacy/id1463219123

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

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

More confident teacher

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

Very informative-thank you!!

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

Thought Provoking

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

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‎Melissa and Lori Love Literacy ™ on Apple Podcasts

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

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University of Florida Literacy Institute: Resources

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University of Florida Literacy Institute: Resources

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Wealth of information and resources on applying science of reading in the classroom.

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read.

The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ... that is where the work of UFLI lives. Our programs and resources are designed to help teachers become more confident and more successful in their capacity to help kids learn to read. We do this through:

Academic programs for both pre-service and practicing educators to develop the skills and knowledge necessary to be effective reading teachers

Professional learning opportunities to help classroom reading teachers, instructional coaches, and school leaders expand their knowledge, enhance their teaching practices, and build capacity in their schools

Resources for teachers, parents, and teacher educators to use in their reading instruction

Much, much more!

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UF Literacy Institute | Where teacher development and reader development overlap

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read. The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ...

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How about this resource? Our team did a book study on this because we have many of our students learning language with AAC and have found that many of the reading curriculums aren't designed to work with AAC users.

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Literacy improves lives-and with the right instruction and supports, all students can learn to read and write. That's the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK-12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this book a complete blueprint for helping students acquire critical literacy skills they'll use inside and outside the classroom.

An essential resource for educators, speech-language pathologist, and parents-and an ideal text for courses that cover literacy and significant disabilities-this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.

READERS WILL:

Discover 10 success factors for helping students with significant disabilities become literate

Teach emergent readers and writers skillfully, with evidence-based strategies for shared and independent reading, early writing instruction, and alphabetic and phonological awareness

Help students acquire conventional literacy skills, with adaptable strategies for teaching reading comprehension, vocabulary, writing, decoding, and spelling

Organize and deliver comprehensive literacy instruction in a variety of settings, both inside and outside of school

Use assistive technology effectively to support reading, writing, and communication

Engage and motivate students and make literacy instruction meaningful to their everyday lives

PRACTICAL MATERIALS: Sample teaching scenarios and dialogues, how-to strategies, and downloadable resources, including sample lessons, a quick-guide to key literacy terms, lesson sequences, and flowcharts to guide instruction.

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teaching children with disabilities to read

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Literacy improves lives-and with the right instruction and supports, all students can learn to read and write. That's the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities.