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      <title>Curated Collection of Educational Resources by Elizabeth Steinbock</title>
      <link>https://padlet.com/esteinbock/ufljq3izkpftnse1</link>
      <description>Collection of resources on structured literacy and the science of reading</description>
      <language>en-us</language>
      <pubDate>2021-08-21 09:42:46 UTC</pubDate>
      <lastBuildDate>2021-08-28 14:03:29 UTC</lastBuildDate>
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         <title>International Literacy Association</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688885234</link>
         <description><![CDATA[<div>Reading Research Quarterly Special Issue<br><br>EXECUTIVE SUMMARY:<br>The Science of Reading<br><em>Supports, Critiques, and Questions<br><br></em>This document collects various articles and works that shed light on the research being done with literacy.<em><br></em><br></div>]]></description>
         <enclosure url="https://www.literacyworldwide.org/docs/default-source/resource-documents/rrq-sor-executive-summary.pdf" />
         <pubDate>2021-08-21 09:49:46 UTC</pubDate>
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         <title>Structured Literacy and Typical Literacy Practices</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688887490</link>
         <description><![CDATA[<div>This article provides information about the use of structured literacy with students who are dyslexic.</div>]]></description>
         <enclosure url="https://www.corelearn.com/wp-content/uploads/2020/04/structured-literacy-and-typical-literacy-practices.pdf" />
         <pubDate>2021-08-21 09:56:23 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688887490</guid>
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         <title>The Science of Reading Comprehension Instruction</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688890876</link>
         <description><![CDATA[<div>This article communicates the latest research and data behind how comprehension is constructed and how teachers might approach and support the building of comprehension with their students.</div>]]></description>
         <enclosure url="https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1993" />
         <pubDate>2021-08-21 10:07:29 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688890876</guid>
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         <title>Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel&#39;s meta-analysis</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688894918</link>
         <description><![CDATA[<div>This article publishes data from the NRP's meta-analysis of reading research that supports the development of phonemic awareness in aiding students in learning how to read.</div>]]></description>
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         <pubDate>2021-08-21 10:17:04 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688894918</guid>
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         <title>National Reading Panel Report</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688899113</link>
         <description><![CDATA[<div>Published in 2000, the NRP gives a wealth of information about reading and its implications for instruction in the classroom.</div>]]></description>
         <enclosure url="https://www.nichd.nih.gov/publications/pubs/nrp/smallbook" />
         <pubDate>2021-08-21 10:29:42 UTC</pubDate>
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         <title>Why Reading is Not a Natural Process</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688902056</link>
         <description><![CDATA[<div>While some approaches rely upon the idea that repeated exposure to high quality, authentic texts will develop students into strong readers, research shows that reading is not innate and needs to be explicitly taught to most students.</div>]]></description>
         <enclosure url="https://www.buddies.org/articles/extlyon.pdf" />
         <pubDate>2021-08-21 10:40:41 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688902056</guid>
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         <title>The Missing Foundation in Teacher Education: Knowledge of the Structure of Spoken and Written Language</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688903342</link>
         <description><![CDATA[<div>Louisa Cook Moats demonstrates the missing piece in teacher preparation programs, which is teaching future teachers a proper knowledge of language.</div>]]></description>
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         <pubDate>2021-08-21 10:45:29 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688903342</guid>
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         <title>Teaching Reading is Rocket Science 2020</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688905542</link>
         <description><![CDATA[<div>One of my favorite authors, Louisa Cook Moats, provides more data and research to show that the teaching of reading must take into consideration a huge amount of science that tells us how we learn and acquire reading skills.</div>]]></description>
         <enclosure url="https://www.aft.org/sites/default/files/moats.pdf" />
         <pubDate>2021-08-21 10:52:31 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1688905542</guid>
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         <title>A longitudinal analysis of English language learners’ word decoding and reading comprehension</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701934830</link>
         <description><![CDATA[<div>This study looked at ELL's word decoding and reading comprehension from 1st to 6th grade. They found that phonological awareness, rapid automatic naming, and oral language were the best predictors of reading success in later grades.</div>]]></description>
         <enclosure url="https://link-springer-com.ezproxy.bethel.edu/content/pdf/10.1007/s11145-006-9045-7.pdf" />
         <pubDate>2021-08-28 12:59:37 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701934830</guid>
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         <title>The relationship between phonological skills and word decoding</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701936625</link>
         <description><![CDATA[]]></description>
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         <pubDate>2021-08-28 13:03:08 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701936625</guid>
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         <title>Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel&#39;s Meta-Analysis</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701946478</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.midwayisd.org/cms/lib/TX01000662/Centricity/Domain/1069/Systematic%20Phonics%20Instruction.pdf" />
         <pubDate>2021-08-28 13:20:21 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701946478</guid>
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         <title>Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701965562</link>
         <description><![CDATA[<div>Here, research points to the limitations of the popular constructivist, or inquiry approach to education. Rather, guided instruction under the supervision and direction of a teacher is shown to be more effective.</div>]]></description>
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         <pubDate>2021-08-28 13:52:09 UTC</pubDate>
         <guid>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701965562</guid>
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         <title>Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation patterns</title>
         <author>esteinbock</author>
         <link>https://padlet.com/esteinbock/ufljq3izkpftnse1/wish/1701972649</link>
         <description><![CDATA[<div>Using brain images, research has found that students with dyslexia have deficient orthographic and phonological representations. </div>]]></description>
         <enclosure url="https://acamh-onlinelibrary-wiley-com.ezproxy.bethel.edu/doi/pdfdirect/10.1111/j.1469-7610.2006.01684.x" />
         <pubDate>2021-08-28 14:03:29 UTC</pubDate>
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