Articles tagged with: Phonics - Page 3 of 4

What is the role of decodable texts?

Posted on 22nd February 202226th May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources, Science of Reading and tagged alphabetic principle, Article, beginning readers, decodable books, decodable texts, Education research, literacy instruction, Phonics, Science of Reading, self teaching hypothesis, structured reading instruction, struggling readersLeave a Comment

As conversations about effective literacy instruction continue in schools and on social media, questions about the definition, use, and purpose of decodable texts inevitably arise. I’ve even heard these books described as a “battleground.” I recently watched a presentation on literacy to the school committee in a local district, where phonics teaching is currently layered…

Lynbrook leads the way on Long Island

Posted on 27th January 202226th May 2024 in Approaches to Teaching Reading, Customer Feedback, Decodable Books, Learning to Read, Our News, Reading Resources, Science of Reading and tagged Article, beginning readers, decodable books, literacy instruction, Long Island, Lynbrook, Phonics, reading research, Science of Reading, sounds-write, structured reading instruction, struggling readers10 Comments

Over the years, it has become apparent that the Reading Workshop/Guided Reading model of instruction, popular in U.S. schools, does not produce the results promised. Special Education numbers have increased, and many children get labeled, unnecessarily, as having a “reading disability.” It is undoubtedly a huge undertaking to put the brakes on and start fresh.…

Should we be rethinking reading instruction? NYC’s new Schools Chancellor thinks so!

Posted on 13th January 202222nd May 2024 in Approaches to Teaching Reading, Learning to Read and tagged Articles, balanced literacy, beginning readers, Education research, Phonics, Science of Reading, systemic phonics programLeave a Comment

Many educators in the USA are rethinking reading instruction. In 2019 less than 30% of fourth graders were found to be proficient readers. What has gone wrong for so many children? The core of the problem is that teachers’ approach to reading was based on a misplaced belief system called ‘balanced literacy’. They held understandable…

Part One: Reading Meetings with Mark and Molly

Posted on 24th August 202122nd May 2024 in Approaches to Teaching Reading, Science of Reading and tagged Article, beginning reader, decodable texts, decoding strategy, dyslexia, phonemic awareness, Phonics, policy, practice reading, reading goals, reading researcher, reading routines, Science of Reading, syallables1 Comment

As summer vacation draws to a close and thoughts turn to the coming school year, you may be interested in a unique (and free) opportunity for professional development. Reading researcher Mark Seidenberg, author of Language at the Speed of Sight, and Molly Farry-Thorn, a postdoctoral research associate at the University of Wisconsin-Madison, have been…

The Homeschool Resource Room reviews Phonic Books

Posted on 6th July 202122nd May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources and tagged beginning readers, catch-up readers, decodable readers, high-frequency words, homeschool, Phonics, private school, public school, reading activities, Success story, workbooksLeave a Comment

More and more parents are choosing to homeschool their children rather than sending them to a traditional public or private school. There are many reasons why a family may choose to homeschool, some of which include dissatisfaction with the educational choices available, different philosophies, be that educational or religious, and the belief that their child…

Aligning decodable books with your phonics program

Posted on 7th April 202126th May 2024 in Approaches to Teaching Reading, Decodable Books, Learning to Read, Reading Resources, Synthetic Phonics and tagged adjacent consonants, Article, beginning readers, consonant digraphs, decodable books, graphemes, linguistic phonics, Phonics, phonics program, scope and sequence, sound-symbol correspondences, structured literacy, truggling readers, vowel digraphLeave a Comment

Regardless of which program or approach to teaching phonics we use, teaching phonics systematically means we follow a particular scope and sequence with its own logic for introducing sound-symbol correspondences and spelling patterns. Many teachers are coming to recognize that when children are given reading material with words that match what they have been taught,…

Can Lucy Calkins’ changing views shift the way millions of children are taught to read?

Posted on 28th October 202023rd May 2024 in Approaches to Teaching Reading, Learning to Read, Science of Reading, Synthetic Phonics and tagged Article, beginning readers, decodable texts, decode, developing readers#, early literacy, expanding vocablulary, explicit teaching, orthographic mapping, phoneme awareness, Phonics, Science of Reading, structured phonics program, struggling readersLeave a Comment

The news has been spreading that Lucy Calkins, head of the Teachers College Reading and Writing Project (TCRWP), has been learning about the Science of Reading and making changes to her guidance and widely used curricula. Throughout her career, she has often characterized phonics as ‘low-level’ work that should be minimized and has promoted top-down…

Books to engage and motivate older, struggling readers

Posted on 16th October 202022nd May 2024 in Decodable Books, Dyslexia, Learning to Read, Product Reviews and Awards, Reading Difficulties, Reading Resources, Synthetic Phonics and tagged alternative spellings, Article, beginning readers, books for struggling readers, books with vowel teams, decodable readers, hi-interest decodable books, Phonic Books, Phonics, struggling readers, vowel digraphs, vowel teamsLeave a Comment

Older, struggling readers often have gaps in the their phonics knowledge. They find alternative spellings particularly confusing. Many suffer from low self-esteem so offering them decodable materials that are age-appropriate is vital. Vital because if the reading materials can engage the disaffected reader, his/her motivation to try and read will grow. Without motivation it is…

Little things can make a big difference

Posted on 8th October 202022nd May 2024 in Approaches to Teaching Reading, Learning to Read, Science of Reading and tagged Article, beginning readers, early elementary reading, Education research, grapheme, orthogrpahic mapping, phoneme, phonemic awareness, Phonics, Reading, Science of Reading, spelling activities, The Reading LeagueLeave a Comment

The education researcher Dylan Wiliam has said, “changing what teachers do is more important than changing what teachers know.” But isn’t knowledge power? And what we do is obviously linked to what we know. So, how can that be? In the past few years, there has been a groundswell of interest in the science of…

Dictation is a great activity for emerging spellers

Posted on 21st August 202027th May 2024 in Approaches to Teaching Reading, Decodable Books, Dyslexia, Learning to Read, Reading Difficulties, Reading Resources and tagged Article, beginning readers, decodable texts, decoding, dictation, emerging spellers, encoding, Phonics, struggling readersLeave a Comment

Most teachers approach teaching in a child-centered way so dictation goes against the grain. It may seem old-fashioned and yes, a bit dictatorial. But actually, it is a really powerful tool which is particularly useful for struggling or emerging readers and spellers. What more, kids enjoy it because it consolidates their learning and they experience…

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