Show Filters Apply FiltersClose Search Content type Content type Show options… Articles Blog Posts Booklists Classroom Strategies Guides and Toolkits Literacy and Education Organizations Pages Profiles Questions Research Reports Web Resources Blog Posts Topic Topic Show options… About Reading Activities Advocacy Afterschool and Community Programs Alphabet Knowledge Assessment and Evaluation Assistive Technology Autism Spectrum Disorder Background Knowledge Children’s Books Classroom Management Common Core Standards Comprehension Content Area Literacy Curriculum and Instruction Developmental Milestones Differentiated Instruction Dyslexia Early Literacy Development Ed Tech and Digital Media English Language Learners Executive Function Fluency Inclusion Intervention and Prevention Learning Disabilities Libraries Motivation Oral Language Parent Engagement Phonics and Decoding Phonological and Phonemic Awareness Preschool and Child Care Print Awareness Professional Development Reading Aloud Reading and the Brain RTI and MTSS School-Wide Efforts Social-Emotional Learning Special Education Speech, Language, and Hearing Spelling and Word Study STEM Literacy Struggling Readers Summer Reading Teacher Education Tutoring and Volunteering Vocabulary Writing Phonics and Decoding Blog Post The Great American Phonics Instruction Quiz: Part II Blog Post The Rats of NIMH: THAT’S how people learn to read? Blog Post The Role of Early Oral Language in Reading Comprehension Blog Post The Role of Letter Names in Learning to Read Is Still Curious We don’t really know why alphabet knowledge is such a good predictor of reading achievement, but it is. Teaching letter names should be a small part of the mix in phonemic awareness and phonics instruction. Blog Post The Slow Path Forward: We Can — and Do — Learn from Reading Research Blog Post Unbalanced Comments on Balanced Literacy Blog Post Using but confusing, with laundry Blog Post Wake Up Reading Wars Combatants: Fluency Instruction is Part of the Science of Reading Blog Post Well, what do you know (cuh-no)? Blog Post What about that PBS News Hour Report on Dyslexia and the Controversy It Set Off? Blog Post What About the New Research That Says Phonics Instruction Isn’t Very Important? Blog Post What About Tracing and Other Multisensory Teaching Approaches? Blog Post What Does Your Literacy Block Look Like? It Depends. An effective literacy block allows teachers to adjust the amount and content of instruction according to students’ needs. Blog Post What is a high-quality preschool? Blog Post What Kind of Early Reading Intervention Should We Provide? Blog Post What Phonological Awareness Skill Should We Be Screening? Blog Post What Should Morphology Instruction Look Like? Blog Post What sounds to teach when? Blog Post What Is the Science of Reading? Blog Post What do you think of “phonics first” or “phonics only” in the primary grades? Blog Post Where Does Content Fit In Literacy Learning? Learning to Dance and Talk at the Same Time Blog Post Why Aren’t American Reading Scores Higher? Blog Post Why I Encourage Teaching Children to Read Disfluently Blog Post Why Is It So Hard to Improve Reading Achievement? Blog Post Why Instructional Sequence Doesn’t Always Matter Beyond very general guidelines, teachers have a lot of latitude in sequencing instruction for letters and sounds. Pagination First Previous Page 1 Page 2 Page 3 Current page 4 Page 5 Next Last Liked it? Share it!
Blog Post The Role of Letter Names in Learning to Read Is Still Curious We don’t really know why alphabet knowledge is such a good predictor of reading achievement, but it is. Teaching letter names should be a small part of the mix in phonemic awareness and phonics instruction.
Blog Post What Does Your Literacy Block Look Like? It Depends. An effective literacy block allows teachers to adjust the amount and content of instruction according to students’ needs.
Blog Post Why Instructional Sequence Doesn’t Always Matter Beyond very general guidelines, teachers have a lot of latitude in sequencing instruction for letters and sounds.
