It is a new year and I hope you will join me in learning more about the science of reading. Our journey should not be one of confirming what we already know about reading or validating our experiences. Instead, consider what it would mean to change your approach to reading instruction based on scientific facts. Continue reading “Science of Reading Myths”
Learn how to make high frequency words sight words by using them in context.
It is the beginning of the school year, and we are eager to see how our students read and what skills we need to teach them. How do we accomplish both? We do so with a comprehensive reading assessment that covers all skills needed for reading. Science of Reading and a Reading Assessment Continue reading “Assessing Reading”
Word Ladders (sometimes called word chains) are a powerful way to connect phonemic awareness and phonics.
In the first part of an Orton Gillingham lesson we practice phonemic awareness, blending, and letter-sound correspondence. After that, it is crucial that students review and reinforce previously learned skills. The student must also learn new information and practice this new skill in their reading and writing. Concepts taught and reviewed cover ALL strands ofContinue reading “Orton Gillingham Lesson-Part 2”
This is Part 1 of a series of posts about what is included in an Orton Gillingham lesson plan. Many assume an Orton Gillingham lesson only includes phonics. While explicit instruction of many phonics skills is a large part of an OG lesson, a quality lesson covers SO many more aspects of our language. ThisContinue reading “Orton Gillingham Lesson”
Orton Gillingham is an approach and not a program. It is a systematic approach to teaching literacy to individuals for whom reading, writing, and spelling do not come easily. Many of these individuals have dyslexia, but many others can benefit from the structured literacy approach as well. In the hands of a well-trained Orton tutor,Continue reading “Orton Gillingham Principles”
Structured literacy is getting a lot of well-deserved attention. Researchers in the areas of reading, psychology, speech and language pathology, neuroscience, and education all agree. Although there may be more than one way to TEACH reading, there is only one way that the human brain LEARNS to read. The majority of students learn to readContinue reading “Structured Literacy Instruction”
PHONICS INSTRUCTION There are long-standing myths about phonics instruction. Keeping these myths alive (and thus keeping phonics instruction from our students!) undermines a student’s reading acquisition. As educators, we must constantly look to the current research and adjust our instruction accordingly. Remember, although there are many different ways to TEACH reading, science continually reminds usContinue reading “Myths About Phonics Instruction”
The debate is over. Reading words by attending to all of the letter-sound correspondences is how our brain learns to read efficiently. This is not new science, nor is it a pendulum. This is over 40 years of research. The science tells us that students need to focus on the letter-sound correspondences (word reading) toContinue reading “Decodable Books- What are they and why should we use them?”