Further information to support change
Ending the Reading Wars: Reading Acquisition From Novice to Expert By Anne Castles, Kathleen Rastle, and Kate Nation.
James Dobson wrote about The Beauty of a Script and it may be helpful in explaining the effectiveness of programs that use scripts. He writes about how teachers often say that ‘teaching is more an art than a science’. And yet musicians, actors and other artists use scripts.” Scripts decrease workload and increase consistency for students.
Fountas & Pinnell Classroom (2020) – ELA K-2 Summary of Alignment & Usability. Here are some of the findings:
“In foundational skills, the materials use an analytic approach to teaching phonics. The program cites some general research; however, the program does not present a research-based or evidence-based explanation for the teaching of phonological skills or for the hierarchy in which the skills are presented. Additionally, while in Phonics, Spelling, and Word Study Lessons, the program cites studies supporting explicit teaching of phonics skills, the program does not present a research-based or evidence-based explanation for the sequence of phonics.”
Spelfabet – Running Records are an uninformative waste of teacher time. Alison Clarke writes about how running records are based on the now-discredited multicueing/three cueing model of reading. The negatives are:
- they are highly subjective
- do not attempt to assess children’s phonological awareness
- not designed to tell us which phoneme-grapheme correspondences a child knows
- tell us nothing about a child’s phonological memory or working memory
- can’t tell us, clearly and objectively, who is falling behind and needs intervention
Alison Clarke has summarised this talk from David Kilpatrick The nature of reading development and difficulties
Reid Smith wrote about The First Year – Some things I have learned about implementing a phonics program (Part 1). Some of the key points were:
- This is rocket science.
- Sticking to the plan is harder than it looks.
- Teach a variety of children but in more homogenous groups
- Tracking progress over time is important.
- There’s nothing about a kid’s reading level alone that shows what skills he or she is missing
- It gives the kids in lower reading groups a steady diet of less challenging texts.
- “Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers [other, better reading, third graders], outscored both proficient and less proficient students in the control group across multiple measures of reading achievement.”
- During Tier 1 instruction, you want all kids working with grade level texts; students reading below grade level will need scaffolding and support (as well as targeted Tier 2 and/or 3 intervention).
Ontario Human Rights Commission (OHRC): Right to Read inquiry report
This is an article I wrote about How to implement the Science of Learning when the rest of the school isn’t. It looks like at why people can be resistant to change and what we can do to support them through it.
If you need help in explaining why you are changing the way you teach English, Pamela Snow’s article may help – Dear Parents: Welcome to the Confusing World of Reading Instruction.
- John Walker from Sounds-Write has also provided these free courses How to help your child to read.
- Reading Rockets – Reading 101: A Guide for Parents
Louis Moats: Teaching Reading Is Rocket Science, 2020
State Collaborative on Reforming Education – THE SCIENCE OF READING: If We Know Better, We Must Do Better. 2020
Emily Hanford: Reports and audio documentaries on reading
- Teaching Reading: Why the “Fab Five” should bethe “Big Six”. This paper presents a case for the inclusion of oral language and early literacy experiences as an additional and foundational element.
- Understanding the Reading Process. The Research into practice series focuses upon the research that underpins ‘the Big Six’ components that support learning to read identified by Deslea Konza.
Curriculum Implementation Support
These FREE resources provide everything you need including teacher education, curriculum and assessments.
Education Advisory Board (EAB) have put together The Science of Reading Implementation Guide with templates and resources to support implementation.
Tennessee Department of Education: Foundational Skills Curriculum Supplement
The Literacy Hub: supports school leaders, teachers and families to engage in effective literacy practices.
Supporting students with learning difficulties
- The International DYSLEXIA Association: Effective Reading Instruction for Students with Dyslexia
- Dyslexia – SPELD Foundation
- IDA Dyslexia Handbook: What Every Family Should Know
- Phonics: A Large Phoneme-Grapheme Frequency Count Revised
- Reading Rockets: Classroom Strategies
- How Many Syllables? is an online resource that will show you how to divide specific words into syllables.
- Recommended Decodable Books from Spelfabet.
- Alex Quigley – CLOSING THE GAP RESOURCES
- Structured Synthetic Phonics Programs – Initial and Extended Code Sequences
- Language & Learning Library
- Learning Difficulties Australia – Weekly Wednesday Webinars
- The Reading Ape: “From decoding to automaticity – the missing link”
- Think Forward Educators (You need to sign up in order to view – FREE) – Webinars and meetings
- Little Learners Love Literacy FREE Webinars
- Oregon Response to Instruction & Intervention: Video Recordings and Modules
- PaTTAN: Videos and Recorded Webinars
PLD – Home Learning with PLD
OAK National Academy: “go-to resource hub made by teachers, for teachers.”
Nomanis: written for use by parents, educators and other professionals who work with children. They contain concise descriptions of the evidence pertaining to specific educational practices, some of which may be regarded as controversial.
NSW Department of Education – Effective reading in the early years of school
NSW Centre for Effective Reading – a specialist service providing:
- information about teaching reading and supporting students with complex reading difficulties through this dedicated website
- direct support for rural and remote primary school aged students with complex reading difficulties and their teachers.
- Greg Clement: One Principal’s Reading Science Journey.
- James Dobson: Laying the Foundations.
- Steph Le Lievre: THE SPEECHIE TEACH
- Emina McLean
- Jocelyn Seamer: No Nonsense Educator
- Professor Pamela Snow: The Snow Report
- Reid Smith: Not quite tabula rasa
- Damon Thomas: Read Write Think Learn
- Dr. Nathaniel Swain – Cognitorium
- Thinking Deeply about Primary Education
- EDUCATION RESEARCH READING ROOM PODCAST
- Science of Reading: The Podcast
- NSW DoE – Podcasts
- The History of English Podcast
- Melissa and Lori Love Literacy
- Teaching, Reading, and Learning: The Reading League Podcast
- Pedagogy Non-Grata: Podcast
- The Dynamic Deputies Podcast
- Filling the Pail
- Dr. David Kilpatrick: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
- Dr. Louisa Moats: Speech to print
- Alex Quigley: Closing the vocabulary gap, Closing the reading gap
- Lyn Stone: Reading for Life, Spelling for Life
- Judith Hochman and Natalie Wexler: The Writing Revolution
- Natalie Wexler: The Knowledge Gap
- Doug Lemov: Reading reconsidered
- Stanislas Dehaene: Reading in the brain
- Christopher Such: The Art and Science of Teaching Primary Reading
- Damon Thomas, Angela Thomas: Teaching and Learning Primary English
- Isabel L. Beck, Margaret G. McKeown and Linda Kucan – Bringing Words to Life