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Science of reading Five insights you can start using todayTOOLKITScience of reading toolkit | 2ContentsFive insights you can start using todayWhat the research tells us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The right way to teach foundational skills . . . . . . . . . . . . . . . . . . . . 7Content knowledge is key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Understanding dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Better data drives better instruction . . . . . . . . . . . . . . . . . . . . . . . .21Putting it all together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24This is a toolkit that provides you and your team a quick and easy overview of the latest research of the science of reading.Science of reading toolkit | 3What the research tells usThe science of readingScience of reading toolkit | 4What the research tells us: The science of readingWe all want students to succeed—but how do we do that? First, educators must know the science behind reading. How does the brain learn how to read? It’s not as simple as memorizing every word—that’s impossible. Once you understand how the brain reads, you can help your students learn key foundational skills, build background knowledge, and lay the foundations for success in college and their careers.This toolkit is a self-study resource to help you deepen your understanding of reading science and leverage it in your practice. We’ve curated articles with the best research on how kids learn to read—from how the brain learns to decode, to strategies you can bring back to your classroom, school, and district. Let’s get started!Science of reading toolkit | 5The simple view of readingTo understand the science of reading, we must understand the Simple View of Reading. This model states that to achieve reading comprehension, students really need two things: • The ability to decode written words• Understanding what the words mean,or language comprehensionThis piece from the ParkerPhonics blog explains the Simple View and provides recommendations for classroom practice.“The Simple View of Reading: Still Conclusive After 33 Years” by Stephen ParkerScience of reading toolkit | 6How the brain learns to readHow does the brain learn to read? Are there neurological differences in the brains of readers versus nonreaders? This guide walks through how your brain makes connections between spoken and written words, how it practices decoding letters and words, and what patterns the top-performing schools and districts are following to achieve early reading success.Learning to Read A Primer | Part One by Amplify StaffScience of reading toolkit | 7The right way to teach foundational skillsAll students benefit from explicit, systematic foundational skills—starting with sounds firstScience of reading toolkit | 8Why sound-first mattersIn this excerpt from “Read About It: Scientific Evidence for the Teaching of Reading,” researcher Kerry Hempenstall describes the importance of phonemic awareness: it is a critical predictor of success in learning to read, and of overall academic performance.Read About It: Scientific Evidence for Effective Teaching of Reading by Kerry HempenstallScience of reading toolkit | 9Why structured literacy mattersReading specialist Nancy Young explains the “ladder of reading” and how all students benefit from explicit, systematic foundational skills instruction.“Nancy’s Ladder of Reading” by Nancy YoungNext >