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What Happened in Alabama? Teacher Reading Knowledge and Student Readiness After LETRS
Posted on Jun 3, 2020
  • Barbara Cooper
Tags
  • Alabama
  • LETRS
  • Reading Science
What Happened in Alabama? Teacher Reading Knowledge and Student Readiness After LETRS

In 2018, Alabama provided a professional learning opportunity for teachers of preK—3 students to learn about the science of reading. The response to the blended course of face-to-face training and online modules was overwhelmingly positive and well received. After just one face-to-face training, teachers openly expressed this new knowledge was vital to their success in reaching struggling readers. Teachers acknowledged they wanted quality professional learning that would help them to better teach their children by understanding the what, why, and how of the science of reading in teaching early literacy skills. Funds were invested in the pilot early literacy initiative LETRS® (Language Essentials for Teachers of Reading and Spelling) training. This initiative is a joint collaborative partnership with the Alabama Department of Early Childhood Education and the Alabama State Department of Education. Both have been committed to supporting further implementation of the pilot.

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What have researchers learned since the 'Science of Reading?’
Posted on May 28, 2020
  • Jay Connor and Sarah Siegal
Tags
  • Literacy
  • Literacy Symposium
  • Reading Science
What have researchers learned since the 'Science of Reading?’

Presentations, webinars, discussions, and blogs about the “Science of Reading” seem to be everywhere these days. These sessions, often with Emily Hanford’s work at the center, cover so much groundbreaking information and generate a lot of empowering conversations, making it all the more exciting to watch the momentum surrounding this topic build. However, these sessions often end with two questions still unanswered in our minds.

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Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters
Posted on May 20, 2020
  • Mary E. Dahlgren
Tags
  • Literacy
  • Phonemic Awareness
  • Reading Science
Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading. We need to understand why a sound wall is set up differently than an A–Z alphabetical word wall and how to use a sound wall effectively to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds.

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Bigger Kids, Bigger Words: Reading Multisyllabic Words
Posted on Feb 19, 2020
  • Wendy Farone
Tags
  • Reading Intervention
  • Reading Science
Bigger Kids, Bigger Words: Reading Multisyllabic Words

The complexities of reading are many. Throughout the years, much attention has been given to K–2 reading instruction and rightly so. However, what happens when the students get bigger and the words they have to read get bigger and more unique?

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