# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.attachment_link.readable_text
Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

# data[].attributes.attachment_link.description
Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

# data[].attributes.attachment_link.description
SchoolAI gives educators the time, data, and tools to design a better, more personalized classroom experience. Free for teachers. Create. Personalize. Engage.

# data[].attributes.attachment_link.title
MagicSchool.ai - AI for teachers - lesson planning and more!

# data[].attributes.attachment_link.description
Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

# data[].attributes.attachment_link.readable_text
Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

# data[].attributes.attachment_link.description
Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

# data[].attributes.attachment_link.description
You may need a writing revolution in your classroom. Here's how to lead it. Expectations about student writing have changed dramatically in recent years. Most state standards now require teachers at almost all grade levels to ensure that students learn to write not just traditional narratives, but also informational and argumentative pieces.

# data[].attributes.headline
Text Structures For Writing  About Literature

# data[].attributes.subject
Text Structures For Writing  About Literature

# data[].attributes.headline
Basic Text Structures for Responding to Reading

# data[].attributes.subject
Basic Text Structures for Responding to Reading

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

# data[].attributes.attachment_link.readable_text
Vocabulary acquisition is an essential part of language learning. A robust vocabulary equips students to comprehend and write texts that are complex, detailed, and specific. On the flip side, students who lack foundational word recognition skills often struggle to comprehend what they read (Gough et al. 1981; Stanovich 1980). Thus, it is important that we empower students with the tools they need to successfully decode and understand unfamiliar words. And according to the large body of evidence that makes up the science of reading, there is more to vocabulary learning than simply memorizing new terms with flash cards or guessing words from context. Vocabulary must be taught explicitly and systematically, in a way that engages all of the parts of the brain associated with word recognition. One way to do this is through the POSSUM (phonology, orthography, syntax, semantics, understanding, and morphology) approach, a vocabulary instructional tool that supports the development of word recognition skills in the brain.

Word Recognition in the Brain

For many strong readers, the process of seeing and recognizing a written word is automatic. However, our brains actually have to activate a complex series of neural pathways in order for word recognition to occur. These neural pathways are associated with several areas of the brain.

One of these areas is the phonological processor, which is located in the back part of the frontal lobe of the brain (Moats & Tolman, 2009). Its job is to process the speech sounds of language, which are called " phonemes." This region of the brain is necessary for oral language to be produced and received.

Next is the orthographic processor, which is located in the occipital lobe in the lower back of the brain (Moats & Tolman, 2009). The orthographic processor allows us to recognize and recall the letters and letter sequences, or graphemes, of written words. Without it, we would be unable to make sense of printed text.

Situated between the phonological and orthographic processors is an area called the " angular gyrus," or, neurologically speaking, the temporal-parietal-occipital junction (Moats & Tolman, 2009). While this region of the brain is not a language processor in and of itself, it works alongside the orthographic and phonological processors, enabling us to associate spoken phonemes with the written graphemes that represent them. In the classroom, these associations should be taught and reinforced through explicit phonics instruction.

Our ability to recognize words is also facilitated by meaning and context processors, which are located in the temporal lobe of the brain (Moats & Tolman, 2009). The meaning, or semantic processor, allows us to interpret the meaning of words both in and out of context. Just because we can decode a word using our orthographic and phonological processors does not necessarily mean we can understand the word's meaning. This principle is demonstrated by nonsense words, or sequences of letters that follow the spelling constraints of English but have no known meaning. For example, we can decode and pronounce nonsense words like "ip" and "glo" based on our knowledge of English spelling patterns. However, we cannot derive any meaning from them because we have not associated those letter patterns with any real-world concepts, as we have with patterns like "cat" or "pot." The brain's retention of a word's meaning is tied to a number of features, including synonyms, spelling features, root words, related words, and more.

The context processor works alongside the meaning processor to facilitate comprehension. Context can come in a variety of forms, including syntactic context, or the way a word is used grammatically, and content-based context, or the subject matter surrounding a given word. For example, syntactic context could help us differentiate between words like "duck" (noun) and "duck" (verb). In a sentence like "the duck swims in the pond," our context processor would allow us to recognize that the word "duck" is being used as a noun, meaning it could not have the definition "to lower the head or body." Content-based context would allow us to differentiate between words like "pool" (swimming) and "pool" (billiards). For example, in a sentence like "When it is hot out, I swim in the pool," we can use the surrounding context to understand that the word "pool" here is referring to a body of water, not a game played with balls and cues.

All that said, it is important to note that context plays a limited role in word recognition. While it can support this process, it cannot replace the role of the phonological and orthographic processors, which are vital to fluent and accurate decoding.

Together, the four language processors-phonological, orthographic, meaning, and context-make up something called the " four-part processing model for word recognition." This idea was first hypothesized in 1989 by researchers Mark Seidenberg and James McClelland and has since been referenced by numerous reading researchers (Seidenberg & McClelland, 1989). In this model, the phonological and orthographic processors work together to decode a written or spoken word. Then, the meaning and context processors work to attach meaning to the word that makes sense in context.

Notice that in this model, all four parts of the brain work together to support word recognition. This means that effective literacy instruction should engage all four processing systems and encourage them to be used in tandem.

One strategy that educators can use to ensure that all four processing systems are used during vocabulary learning is the POSSUM approach.

The POSSUM Approach

The POSSUM approach is a tool that educators can use to support explicit vocabulary instruction in the classroom. Dr. Maryanne Wolf is the author of this approach, which has been the basis for her evidence-based RAVE-O program in both its original and new iterations. The approach itself is based on two decades of cognitive neuroscience research on the developing reading brain (M. Wolf, personal communication, June 26, 2023). In this post, we will use the POSSUM acronym to describe six different elements of word recognition: phonology, orthography, syntax, semantics, understanding, and morphology. Engaging these six elements of word recognition during vocabulary instruction equips students to learn and retain new words.

P-Phonology

Phonology describes the sounds, or phonemes, that make up a word. As children develop phonological awareness, they learn how to pronounce unfamiliar words by breaking them down into their respective phonemes and blending those sounds together to produce a word. Not all students will innately understand how to segment a word, or break it into its individual phonemes. In fact, it is estimated that most children will need explicit instruction in phonological segmenting in order to successfully master the skill (Liberman & Shankweiler, 1985).

O-Orthography

Orthography describes the letters and letter sequences, or graphemes, that represent the sounds in a word. In order to read a word, students must be able to convert the graphemes they see into phonemes that they can pronounce. In order to spell a word, students must convert the phonemes they hear into graphemes that they can write down. Sometimes, graphemes are made up of more than one letter. For example, in the word "trash," the /sh/ sound is represented by two letters. When two adjacent letters combine to represent one speech sound, the resulting sound is called a " digraph." Graphemes can also be made of three adjacent letters, which is called a " trigraph," or four adjacent letters, which is called a " quadrigraph." Graphemes that are made up of more than one letter can be difficult to decode. Students should be explicitly taught different syllable types and spelling rules to reinforce their understanding of these words. The six major syllable types are: closed, open, r-controlled, vowel team, silent -e, and consonant -le. Note: Some educational materials categorize diphthongs as separate from vowel teams, resulting in seven major syllable types. The same principles of explicit instruction still apply. For more information on each syllable type, see our Reading Glossary.

S-Syntax

Syntax describes how a word functions grammatically within a sentence. In order to understand words syntactically, students must receive explicit instruction in the different parts of speech and how to recognize them. For example, understanding that the word "child" is a noun and that nouns generally precede verbs in English sentences would be a type of syntactic knowledge.

S-Semantics

Semantics describes an understanding of what a word means. This includes both the word's definition in context, as well as other meanings the word can have. Students with a high semantic knowledge have a large and nuanced vocabulary.

U-Understanding

Students may also use background knowledge from outside the text to understand a word. For example, they may have seen the word before in another context, or they may be able to associate the word with something they are exposed to in their daily lives.

M-Morphology

Morphology describes all of the parts that make up a word, including prefixes ("un-," "re-," "anti-"), suffixes ("-ly," "-acy," "-able"), and root words ("astro," "script," "phobia"). An understanding of a word's etymology-the origin of the word and how its meaning has changed over time-can be helpful when dissecting its morphology.

Practical Application

Educators can implement POSSUM when teaching new vocabulary words in the classroom. Students may benefit from the use of graphic organizers, such as our downloadable POSSUM Graphic Organizer (see "Supplemental Resources for Teachers and Families"), to keep track of new vocabulary terms. Caregivers can also use the POSSUM Graphic Organizer with their child when reading at home. Here are two examples of how the six elements of POSSUM can be used to support the learning of both simple and complex words. Note: strategies and applications may vary slightly from program to program.

Example 1

Core Word

"stop"

Example Sentence

"Melissa told her friend to sit down and stop talking."

Phonology

Review sounds: /s/ /t/ /o/ /p/

Orthography

Review spelling: s-t-o-p

Syllable types: closed syllable

Spelling rules: short-vowel rule

Syntax

Parts of speech:

Noun → "Soon, the music came to a stop."

Verb → "Please stop bothering me." (used in the example sentence)

Adjective → "She hit the stop button to pause the movie."

Semantics

Possible meanings:

Stop (noun): a pause or breaking off; something that impedes or obstructs

Stop (verb): to get in the way of; to cease or quit (used in the example sentence)

Stop (adjective): designed to stop

Understanding

Use background knowledge to make connections:

Have I seen or heard this word used elsewhere?

"stop sign"

"stop, drop, and roll"

"to put a stop to"

Morphology

Explore word parts: n/a

Additional conjugations:

stopped → past tense verb

stops → present tense verb

stopping → present progressive verb

Example 2

Core Word

"inaudible"

Example Sentence

"Her friend's reply was practically inaudible."

Phonology

Review sounds: /i/ /n/ /au/ /d/ /i/ /b/ /l/

Orthography

Review spelling: i-n-a-u-d-i-b-l-e

Syllable types: closed syllable, vowel team, open syllable (schwa), consonant -le

Spelling rules: "au" makes the "aw" sound, open "i" with schwa pronunciation, -le syllables always end in silent "e"

Syntax

Parts of speech:

Adjective → "Her words were inaudible through the glass."

Semantics

Possible meanings:

Inaudible (adjective): unable to be heard

Understanding

Use background knowledge to make connections:

Have I seen or heard this word used elsewhere?

Have I seen or heard parts of this word used elsewhere?

Morphology

Explore word parts:

Prefix: in → not

Root word: audi → to hear

Suffix: ible → to be capable of

Additional conjugations:

Why It Works

Breaking down unfamiliar words using the POSSUM approach equips students to learn and retain new vocabulary terms. As we saw above, the brain's ability to recognize words relies on several different systems and requires phonological, orthographic, semantic, and contextual input. The reason the POSSUM approach works is that it encourages educators to explicitly teach new vocabulary in a way that systematically engages all four systems of language processing. Because these areas are interconnected and interrelated, activating them at the same time can lead to a ripple effect of literacy benefits.

For example, it has been demonstrated that explicit instruction in morphology can lead to increased proficiency in grapheme-phoneme mapping, as it provides an additional connection in the brain that supports rapid word recognition and comprehension (Bowers et al., 2010). When students receive explicit instruction in phoneme-grapheme relationships, as well as the ways in which morphology, syntax, and other variables can affect these relationships, they are also better equipped to become proficient spellers than if they are taught to spell through memorization alone (Ball & Blachman, 1991; Berninger et al., 2002). A greater awareness of orthography, or spelling, can in turn increase the depth of students' vocabulary, as well as their reading and writing proficiency (Graham, 2000; Graham et al., 2018). For example, a student who has been taught that the root "geo-" in the word "geography" means "earth" may be able to apply this knowledge to understand other words, like "geology" or "geocentric."

Additionally, studies have shown that curricula that use the POSSUM approach have more significant effects on students' reading fluency and comprehension than those that use only isolated phonics instruction or repeated reading (Morris et al., 2011; Lovett et al., 2017). While POSSUM originates from the RAVE-O curriculum, this evidence-based approach can be integrated into any classroom as a way of providing systematic and explicit vocabulary instruction.

The number of words in the English language is almost incalculable. There are around 600,000 words listed in the Oxford English Dictionary alone. Developing a thorough and useable understanding of these words through memorization and context clues alone would be an impossible task. However, when vocabulary learning is supported by a systematic approach, such as POSSUM, and also paired with explicit instruction in decoding and language comprehension skills, guesswork and memorization are taken out of the equation. Instead, students are taught the practical knowledge they need to break down new and unfamiliar words, taking their literacy skills to new heights.

Supplemental Resources for Teachers and Families
POSSUM Graphic Organizer
Educators can use this graphic organizer in the classroom to structure vocabulary learning and help students work through all six elements of the POSSUM approach. Caregivers may also use this resource to support vocabulary learning while reading with their children at home.

References

Gough, P. B., Alford, J. A. Jnr., & Holley-Wilcox, P. (1981). Words and contexts. In O. J. L. Tzeng and H. Singer (eds.). Perception of print: Reading research in experimental psychology. Erlbaum Associates.

Graham, S. (2000). Should the natural learning approach replace spelling instruction? Journal of Educational Psychology, 92, 235-247. http://dx.doi.org/10.1037/0022-0663.92.2.235

Moats, L. & Tolman, C. (2009). Language essentials for teachers of reading and spelling (LETRS): The challenge of learning to read (Module 1, 2nd e.d.). Sopris West.

Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 15(1). https://doi.org/10.2307/747348
Editor's Note: This post was edited on June 26, 2023 to clarify that Dr. Maryanne Wolf is the author of the original POSSUM framework.

# data[].attributes.attachment_link.title
Explicit Vocabulary Instruction Using the POSSUM Approach

# data[].attributes.attachment_link.description
Teach students to use phonology, orthography, syntax, semantics, understanding, and morphology in the process of learning new vocabulary words.

# data[].attributes.headline
The Reading League Decodable Text Sources

# data[].attributes.subject
The Reading League Decodable Text Sources

# data[].attributes.attachment_link.description
The Reading League has compiled a list of options, not recommendations, of frequently requested decodable texts.

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.attachment_link.title
Really Great Reading | Specialists in Reading Education

# data[].attributes.attachment_link.title
Reading Universe: All About Reading and Writing

# data[].attributes.attachment_link.description
Explore ready-to-use teaching strategies, resources, and concrete answers to common questions about teaching reading and writing -- developed by experts.

# data[].attributes.headline
5 Principles for Understanding English Orthography

# data[].attributes.subject
5 Principles for Understanding English Orthography

# data[].attributes.attachment_link.title
Vooks - Storybooks brought to life with beautiful animation!

# data[].attributes.attachment_link.description
Vooks is an entire library of kids storybooks brought to life with beautiful animation, read-aloud narration, engaging music and sound, and read-along text.

# data[].attributes.attachment_link.title
Heggerty Phonemic Awareness Preview Lesson- Kindergarten, Week 19, Day 3

# data[].attributes.headline
Explicit Instruction: Vocabulary, Grade 2 with Dr. Anita Archer

# data[].attributes.subject
Explicit Instruction: Vocabulary, Grade 2 with Dr. Anita Archer

# data[].attributes.attachment_link.readable_text
Vocabulary Instruction - 2nd

Grade Level: Second Grade

School: McKinley Elementary School

Location: Tacoma, Washington

Materials: Wolf! By Becky Bloom

Videographer: Dima Yaremenko
Elapsed Time: 7:54 Introduction:
The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given. Three words were selected for explicit, robust vocabulary instruction: concentrate, impressed, and educated.

Focus: As you watch this video, ask yourself:

1) What instructional steps were used to introduce each of the vocabulary words?

2) What other good instructional practices did you observe?
Feedback:

These instructional steps were used:

Write the word on the board or show it on a screen.

Pronounce the word or guide students in using their decoding skills to determine the pronunciation of the word.

Have students pronounce the word, repeating the word a number of times if the word is unfamiliar or difficult to pronounce.

Be sure that the definition contains only known words and is easy to understand.

The examples can be concrete, visual, or verbal.

Verbal examples were used to illustrate concentrate, impressed, and educated.

Use one of these methods:

Ask "deep processing questions".

Have students discern between examples and non-examples.

Have students generate examples.

The instructor:

Group responses (choral responses) when the answers were short and the same.

Partner responses when the answers were long or different.

Partner responses followed by individual turns.

Thumbs up to indicate that they had an answer.

Infusing decoding in presentation of words by having students read the long words by parts.

Involving the students in the examples.

Providing multiple exposures to each word.

Relating the words to their use in the read aloud book.

Reviewing words at the end with simple word associations.

Suggesting ways that the words could be used.

c. Coached students during partner responses allowing students to experience success when they answered in front of classmates.
NOTE: In the video entitled Read Aloud - Wolf 2nd, the students participate in the reading of the book, Wolf! After the read aloud, students are taught three words from the story as shown in this video.

# data[].attributes.attachment_link.title
Explicit Instructions | Effective and Efficient Teaching

# data[].attributes.attachment_link.description
Grade Level: Second Grade School: McKinley Elementary School Location: Tacoma, Washington Materials: Wolf! By Becky Bloom Videographer: Dima Yaremenko Elapsed Time: 7:54 Introduction: The students have listened to the read aloud book, Wolf! by Becky Bloom. During the reading of the book, brief explanations of words were given.

# data[].attributes.attachment_link.readable_text
Many students struggle through the editing process because they don't have a clearly defined editing strategy. Without a clear strategy, it can be difficult for students to know what to look for or how to approach the editing process.
What is the COPS editing strategy?
You can use the COPS strategy to teach students how to edit their writing. COPS stands for capitalization, organization, punctuation, and spelling. The acronym is designed to help students remember what to look for during the editing process.

# data[].attributes.attachment_link.title
Improve Student Writing with COPS: A Simple Strategy for Editing

# data[].attributes.attachment_link.description
Teach students how to edit their writing with the COPS editing checklist! This simple strategy works for peer and independent editing. Create an editing checklist anchor chart to use with students in elementary and middle school!

# data[].attributes.attachment_link.title
Common Core State Standards: Small Group Word Sort

# data[].attributes.attachment_link.title
Blending Onset and Rime with Stephanie Fincher

# data[].attributes.headline
A Structured Literacy Lesson in Early Elementary School

# data[].attributes.subject
A Structured Literacy Lesson in Early Elementary School

# data[].attributes.headline
Explicit Instruction Lesson Plan Example (Anita Archer)

# data[].attributes.subject
Explicit Instruction Lesson Plan Example (Anita Archer)

# data[].attributes.attachment_link.title
Explicit Instruction Lesson Plan Example

# data[].attributes.headline
Educator Training Initiatives Brief: Structured Literacy

# data[].attributes.subject
Educator Training Initiatives Brief: Structured Literacy

# data[].attributes.headline
Structured Literacy and Typical Literacy Practices

# data[].attributes.subject
Structured Literacy and Typical Literacy Practices

# data[].attributes.attachment_link.title
Structured Literacy and Typical Literacy Practices.pdf

# data[].attributes.attachment_link.title
Edited Phonological Awareness Terms PA Terms (1) (1).pdf

# data[].attributes.attachment_link.description
Trostle Talk Index - Professional Learning Tidbits for Teachers by Michelle Trostle | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

# data[].attributes.attachment_link.title
LD OnLine | All About Learning Disabilities and ADHD

# data[].attributes.attachment_link.description
LD OnLine seeks to help children and adults reach their full potential by providing accurate information, advise, and shared personal experiences about learning disabilities and ADHD.

# data[].attributes.headline
The English Language Learner Can Do Booklet

# data[].attributes.subject
The English Language Learner Can Do Booklet

# data[].attributes.attachment_link.readable_text
Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

# data[].attributes.attachment_link.title
Blending Phonemes - Word Chains - Dyslexic Logic

# data[].attributes.attachment_link.description
Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

# data[].attributes.attachment_link.description
FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

# data[].attributes.headline
Finding the Right Starting Point for Reading Interventions: Universal Screener Guide Companion

# data[].attributes.subject
Finding the Right Starting Point for Reading Interventions: Universal Screener Guide Companion

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Sold a Story: How Teaching Kids to Read Went So Wrong

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Building Fluency Through The Phrased Text Lesson

# data[].attributes.subject
Building Fluency Through The Phrased Text Lesson

# data[].attributes.attachment_link.readable_text
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific items needed are listed at the beginning of each routine. All of the Instructional Routines are organized using a standard format so that you can substitute easier or more challenging words if you would like to. Select the reading component of interest below for grade specific Instructional Routines.

# data[].attributes.attachment_link.description
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific i…

# data[].attributes.attachment_link.description
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

# data[].attributes.headline
Effective Instruction for Middle School Students with Reading Difficulties: The Sourcebook

# data[].attributes.subject
Effective Instruction for Middle School Students with Reading Difficulties: The Sourcebook

# data[].attributes.attachment_link.title
Texas Center for Learning Disabilities: Effective Instruction for Middle School Students With Reading Difficulties: The Sourcebook

# data[].attributes.attachment_link.description
The Texas Center for Learning Disabilities (TCLD) website disseminates resources on learning disabilities to parents, teachers, and researchers.

# data[].attributes.attachment_link.description
Parents and children visiting the LeRoy Collins Leon County Public Library System will find new resources awaiting them thanks to Book Nook Bundles provided by the Florida Center for Reading Research.

# data[].attributes.attachment_link.title
S1 E8 - What goes into an Upper Primary Literacy Block?