News & Information

Lynbrook School District: A Successful First Year!

Posted on 14th June 202228th May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources, Science of Reading and tagged Article, beginning readers, decodable readers, evidence-based practices, Long Island, Lynbrook School District, professional development, reading research, Science of Reading, sounds-write, structured reading instruction, struggling readersLeave a Comment

In the latest blog post in this series, Guest blogger, Faith Borkowsky discusses her observations and recommendations for any school district considering the transition to a Science of Reading based instruction practice. The importance of choosing a science-based reading program that is coupled with high quality, carefully aligned decodable books and resources and backed with…

Part 4: Hollywood Here We Come! From documentary teaser release to the beginning of editing – The Truth About Reading

Posted on 8th June 202226th May 2024 in Learning to Read, Reading Difficulties, Science of Reading and tagged Article, beginning readers, documentary, literacy crisis, Science of Reading, struggling readers, The Truth about Reading2 Comments

In Part 4 of this series of guest blogs by Nora Chahbazi, literacy consultant (pro bono) via the John Corcoran foundation to The Truth About Reading documentary team and Founder of EBLI, talks about the the excitement surrounding the release of the documentary teaser. On September 22, 2021, the teaser for The Truth About Reading documentary was premiered at a…

Bridging phonics and phonemic awareness to build proficient readers

Posted on 18th May 202223rd May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources, Science of Reading, Synthetic Phonics and tagged Article, beginning readers, decodable books, decodable books for beginner readers, decodable readers, letter-sound knowledge, manipulatives, phoneme-grapheme correspondences, phonemic awareness, Phonics, routine, struggling readersLeave a Comment

Phonemic awareness and letter-sound knowledge are the biggest indicators of how well a child will learn to read in the first two years of school. Yet phonemic awareness and letter-sound knowledge are NOT the end goal. Our end goal will always be proficient readers. To reach that end, we must work to instruct children on…

Providing Reading Interventions for Students in Grades 4-9: How to build decoding skills to read multisyllabic words

Posted on 10th May 202223rd May 2024 in Approaches to Teaching Reading, Learning to Read, Science of Reading, Synthetic Phonics and tagged Article, beginning readers, blending, chunking multi-syllable words, decode, flexibility, how to teach multi-syllable words, Institute of Education Sciences, multisyllabic words, Phonics, practice guides, prefixes, reading intervention, routines, spelling instruction, suffixes, teachspelling, US Department of Education, vocabularyLeave a Comment

The Institute of Education Sciences (IES) within the US Department of Education periodically issues free practice guides for teachers. They convene a panel, review the research, and formulate general recommendations based on the evidence. What I like about these practice guides is that they are concise, accessible, and practical. The goal is not to get…

Cultural shift from letter names to sounds

Posted on 3rd May 202223rd May 2024 in Approaches to Teaching Reading, Learning to Read, Science of Reading, Synthetic Phonics and tagged Article, beginning readers, consonant, how to teach reading, letter name recognition, letter names, Phonics, Science of Reading, sounds-write, structured reading, structured reading instruction, struggling readers, vowelLeave a Comment

Happy Spring!! The weather is getting warmer, the flowers will be in bloom, and the Kindergarten Center teachers are wondering when it will be time to teach letter names! For those of you who did not read, “Lynbrook Takes the Lead on Long Island,” the Lynbrook School District is revamping its reading curriculum and is…

Supercalifragilisticexpialidocious – scaffolding the teaching of multisyllabic words

Posted on 26th April 202226th May 2024 in Approaches to Teaching Reading, Dyslexia, Learning to Read, Reading Difficulties, Synthetic Phonics and tagged Article, beginning readers, how to teach reading, multisyllabic words, phonemic awareness, Phonics, struggling readers, syllable typesLeave a Comment

Scaffolding the teaching of multisyllabic words – simple to complex Many teachers are focused on teaching kids how to sound out graphemes (spellings) and to blend sounds together into words. They will even be teaching kids how to manipulate phonemes in phonemic awareness activities. These are all essential underlying skills necessary for learning to read. …

The Truth About Reading Part 3, Filming gets underway

Posted on 22nd April 202223rd May 2024 in Learning to Read, Reading Difficulties and tagged Article, beginning readers, documentary, Reading, reading research, The Truth about Reading1 Comment

In Part 3 of this series of guest blogs by Nora Chahbazi, literacy consultant (pro bono) via the John Corcoran foundation to The Truth About Reading documentary team and Founder of EBLI, talks about the emotional impact the production of the documentary had on many of the team. In previous posts, I’ve shared how the documentary came to be…

The role of decodable and leveled texts

Posted on 5th April 202223rd May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources, Science of Reading and tagged Article, automaticity, beginning readers, decodable texts, decode, orthographic mapping, Phonics, practice skills, repetition, struggling readersLeave a Comment

I’m a reading girl, but let’s talk math. If you were teaching long division to your students, what does that practice look like? Are you giving children 2 division, 4 multiplication, 18 addition, and 2 simplifying fraction problems (even though they’ve never seen them) for a challenge? Of course you aren’t! In math, ample amounts…

To script or not to script?

Posted on 29th March 202223rd May 2024 in Approaches to Teaching Reading, Learning to Read, Synthetic Phonics and tagged Article, balanced literacy, beginning readers, flexibility, Planning, scope and sequence, scripting, structured literacy, systemactic phonics, systematic instructionLeave a Comment

What do you think of when you hear the word “scripted” pop up in conversations about teaching reading? For some teachers, the associations are negative. They may think of mindless robotic lesson delivery that strips teachers of their autonomy and creativity and turns them into zombies. The word can trigger worries about limitations in the…

The Truth about Reading Part 2 – Why a literacy documentary?

Posted on 22nd March 202230th March 2022 in Learning to Read, Reading Difficulties2 Comments

In Part 2 of this series of guest blogs by Nora Chahbazi, literacy consultant (pro bono) via the John Corcoran foundation to The Truth About Reading documentary team and Founder of EBLI, looks at the reasons behind the decision to produce a critical documentary in light of the current national literacy crisis. “US scores show only…

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