The resource library is a collection of multimedia sources intended to help teachers deepen their understanding of research-based literacy practices and apply them in their classrooms. In addition to offering a sound theoretical framework, these resources have been selected because they provide strong practical application and include useful tools that can be easily implemented in the classroom.

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I WANT TO HELP MY STUDENTS Isolate the first or last sound in a spoken word Recognize which words in a set of spoken words begin with the same sound Combine, or blend, the separate sounds in a spoken word to say the whole word Break, or segment, a spoken word into its separate sounds LEARN MORE >    

I WANT TO HELP MY STUDENTS

Isolate the first or last sound in a spoken word

Recognize which words in a set of spoken words begin with the same sound

Combine, or blend, the separate sounds in a spoken word to say the whole word

Break, or segment, a spoken word into its separate sounds

LEARN MORE >

 

 

I WANT TO HELP MY STUDENTS Decode or “sound out” words  Recognize letter-sound patterns when comparing words or word families (such as the short vowel sounds in CVC words) Segment and blend words using what they know about the sounds that individual letters and letter combinations make Spell words using their knowledge of letter-sound correspondence LEARN MORE >    

I WANT TO HELP MY STUDENTS

Decode or “sound out” words 

Recognize letter-sound patterns when comparing words or word families (such as the short vowel sounds in CVC words)

Segment and blend words using what they know about the sounds that individual letters and letter combinations make

Spell words using their knowledge of letter-sound correspondence

LEARN MORE >

 

 

 
I WANT TO HELP MY STUDENTS Read words accurately and quickly Read a text with appropriate expression Improve the rate at which my students read a passage LEARN MORE >            

I WANT TO HELP MY STUDENTS

Read words accurately and quickly

Read a text with appropriate expression

Improve the rate at which my students read a passage

LEARN MORE >

 

 

 

 

 

 

I WANT TO HELP MY STUDENTS Explain the meaning of individual words within a text Explain the meaning of a sentence or small chunk of text using different wording than the original text  Use grade-level appropriate language while discussing a text LEARN MORE >          

I WANT TO HELP MY STUDENTS

Explain the meaning of individual words within a text

Explain the meaning of a sentence or small chunk of text using different wording than the original text 

Use grade-level appropriate language while discussing a text

LEARN MORE >

 

 

 

 

 

I WANT TO HELP MY STUDENTS Answer questions after reading a text Make inferences and analyze a text's narrative elements Retell the key events of a fictional text Summarize an informational text or determine its main idea Self-monitor when comprehension break-downs occur and use appropriate strategies to resolve understanding LEARN MORE >      

I WANT TO HELP MY STUDENTS

Answer questions after reading a text

Make inferences and analyze a text's narrative elements

Retell the key events of a fictional text

Summarize an informational text or determine its main idea

Self-monitor when comprehension break-downs occur and use appropriate strategies to resolve understanding

LEARN MORE >

 

 

 

 

General literacy sources

Achieve Now's general literacy resources offer a comprehensive introduction to 21st century evidence and research-based literacy practices. These sources provide a theoretical framework based on the five pillars of literacy and offer tools for teachers to develop successful readers and effective classroom practices.

Reading Rockets >

Provides research-based classroom strategies to help strengthen skills related to the five pillars as well as writing. Downloadable templates and recommendations for differentiation are included.
 

Reading Rockets – Reading 101 Course >

Offers self-paced module sets that provide professional development for K-3 teachers. Topics include the five pillars and writing. Teachers may test themselves for understanding.

Launching Young Readers >

Compiles information from the PBS television series Launching Young Readers. Each 30-minute episode explores a stage in young readers' development and features prominent reading experts.
 

Florida Center for Reading Research >

Provides a reference list organized according to topics such as the five pillars; principles of effective instruction and intervention; emergent literacy; and parent resources.

Literacy How > 

Details a comprehensive literacy instruction model and provides diagnostic tools for assessment. Includes instructions for meeting the needs of unique learners through differentiation.

Read Write Think >

Provides lesson and unit plans, searchable by keyword and grade level, for ELA/ reading teachers. Parents and caregivers can find resources to support literacy development outside of school.

National Council of Teachers of English >

Offers lesson plans and strategy guides for ELA educators working with students in PK through high school. Gives information about professional development opportunities, organized by NCTE.

National Reading Panel Report >

Synthesizes the findings of more than 100,000 studies, determining best practices for teaching children to read. The "Five pillars of literacy" were generated from the findings of this landmark report.

Put Reading First >

Sums up the findings of the NRP's 2000 report into practical and accessible guides with applications. The recommendations are organized by the five pillars and offer guidance for K-3 teachers.

Decoding, Reading, and Reading Disability >

Proposes a simple model where Reading = Decoding + Comprehension. The authors identify three reading disabilities: decoding inability; comprehension inability; and a combination of both.

What Research Has To Say about Reading Instruction
A. Farstrup and S. Jay Samuels, EDS

Offers a balance between research and effective classroom literacy practices. Includes topics relating to early literacy, adolescent literacy, and preparation for high-stakes reading testing.
 

Knowledge to Support the Teaching of Reading
C. Snow, P. Griffen, M. Susan Burn, EDs

Gives recommendations for teachers regarding the development, acquisition, and teaching of language and literacy skills. Aims to prepare K-12 teachers for challenges that readers may face.

Improving Reading: Interventions, Strategies, and Resources
J. Johns and S. Lenski

Organizes interventions, strategies, and reproducibles for elementary literacy education by the five pillars. Useful, practical tools include word lists and graphic organizers.
 

Multisensory Teaching of English Language Skills
J. Birsh

Focuses on research-based language and literacy methods for supporting students with dyslexia and other learning disabilities. Includes explicit lessons that feature multisensory techniques.


REFERENCES:

Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2009). Put reading first: The research building blocks of reading instruction: kindergarten through grade 3 (3rd ed.). Washington, D.C.: National Institute for Literacy. 

Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading instruction (3rd ed.). Newark, DE: International Reading Association.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10

Johns, J.L., & Lenski, S.D. (2009). Improving reading: Interventions, strategies, and resources (5th ed.). Toms River, NJ: Kendall Hunt Publishing.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development. 

Snow, C., Griffen, P., & Burn, M.S. (Eds.). (2005). Knowledge to support the teaching of reading. San Francisco, CA: Jossey-Bass.

Wolf, B.J. (2011). Multisensory teaching of english language skills (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.