What an upside-down, unpredictable, and uncertain world we live in right now, or that is what the media would like us to think. Step back, take a big breath, and reflect on what makes you grateful.

Applications are now being accepted for the Dr. Louisa Moats Award for Excellence Implementing the Science of Reading, sponsored by Voyager Sopris Learning. This prestigious award recognizes LETRS Champion districts or schools for their excellence using the science of reading and LETRS professional learning.

Results of the 2019 National Assessment of Educational Progress (NAEP) are in, and the picture is not pretty when it comes to fourth grade reading scores.

Studies that emphasize both classroom instruction and supplemental intervention programs have found that all but two percent to five percent of students can learn basic reading skills in first grade, even in populations where the incidence of poor reading is very high.

Social-Emotional Learning has become a hot topic for education audiences from practitioners to researchers, and even curriculum developers. However, while the social-emotional domain is certainly a critical component of human learning and development, I push the educational and scientific communities to remove the silos and begin to grapple with the inextricable ties between social-emotional learning and other aspects of learning and skill development, particularly in the language and literacy domain.

The Structured Literacy approach has been found to be particularly effective with learners with dyslexia because it focuses on decoding skills, which are critical components of finding success in reading. By emphasizing spelling patterns (instead of specific words), I can lead my students toward using decoding as a strategy, rather than them trying to memorize words by their appearance. It’s true—“Memorization is Not Understanding.”