r.i.s.e.crowleys.crsc.k12.ar.us/userfiles/servers/server_2842/file/handouts... · is interfering...
TRANSCRIPT
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The Science of Reading: Basis in Phonology for Teachers of Grades 3 - 6
R.I.S.E.(Reading Initiative for Student Excellence)
Training: Day 1
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Check In
You will have 3 minutes to “check in”.
Do whatever you need to do so that you can be
mentally and physically “checked in” for
learning.
- chat
- etc. http://www.timer-
tab.com/
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Norms
• Begin and end on time.
• Be an engaged participant.
• Limit sidebar conversations.
• Put your electronic devices aside.
• Keep phones on vibrate.
• Take phone calls outside.
• Take care of your own needs.
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Creating your Lexicon
Sections:
● Research Support
● New Knowledge
● Classroom Connections
● Reflection
In Greek, lex means word, so a lexicon is a
book of words.
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Learner Objectives for the Day
• Examine the goals of R.I.S.E. (Reading
Initiative for Student Excellence).
• Understand the implications of the Simple View
of Reading and the Four-Part Processor.
• Analyze the role of phonology in reading.
• Understand how to intervene and remediate
problems in phonological awareness.
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“All children deserve the promise that books
hold. Whether they transport us to another
world, make us laugh or cry, teach us
something new, or introduce us to people we
wouldn’t otherwise meet, we are thankful for
their gifts. In turn, all children deserve the gift
of reading. And as educators, we bear the
responsibility and honor of delivering that gift.”
Blevins, W. (2017). Teaching Phonics & Word Study in the Intermediate
Grades. p.5. New York, New York: Scholastic.
The Gift of Reading
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Act 1063
Beginning with the 2018-2019 school year, a public school
district and an open-enrollment public charter school shall
provide the following professional development in scientific
reading instruction:
(A) For teachers licensed at the elementary level,
professional development for one (1) of the prescribed
pathways to obtaining a proficiency credential in knowledge
and practices in scientific reading instruction; and
(B) For teachers licensed at a level other than the
elementary level, professional development for one (1) of
the prescribed pathways to obtaining an awareness
credential in knowledge and practices in scientific reading
instruction.
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Prescribed Pathways for
Proficiency CredentialAll teachers employed in a teaching position that requires an
elementary education (K-6) license or special education (K-12)
license shall demonstrate proficiency in knowledge and
practices of scientific reading instruction by completing both
phases of a prescribed pathway. This includes any teacher
employed in grades K-6 teaching English Language Arts,
Math, Science or Social Studies. Other non-core academic
areas in K-6 must show awareness in the Science of Reading
(e.g., Art, Music, PE, Library Media, Counselor,
Administrators).
Phase I outlines professional learning that meets the
knowledge and practices in scientific reading instruction
approved by the ADE. Phase II provides for demonstration of
knowledge and practices in scientific reading instruction.
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Two-Year Plan
R.I.S.E. GR. 3-6
Year I: Emphasis on Word
Recognition
Day 1 The Science of Reading:
Basis in Phonology
Day 2 Phonics
Day 3 Morphology and
Etymology
Year II: Emphasis on
Language Comprehension
Day 4 Vocabulary: Word
Level Comprehension
Day 5 Text Level
Comprehension
Day 6 Putting It All Together
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What Are the Goals of
R.I.S.E.?
Goal 1: Sharpen the focus and
strengthen instruction.
Goal 2: Create community
collaboration.
Goal 3: Build a culture of
reading!
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Qualities of
Reliable Research
Q Q
Qualitative
Quantitative
r-r Replicated
Sample size
Hypothesis
Evidence-based
Peer reviewed caps it
off!
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Research Based Sources
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The Impact of Illiteracy
on Society● As reported in Adult Literacy in America: A First Look at the
Results of the National Adult Literacy Survey, individuals
demonstrating lower levels of literacy were more likely to be
out of the labor force.
● Children who are not reading proficiently by fourth grade are
four times more likely to drop-out of high school, and
according to the National Assessment of Educational
Progress, only 34 percent of America’s fourth graders read at
grade level.
● 14% of 18- to 24-year olds were not attending school, were
not working, and had a high school diploma or less in 2008.
The rate of disconnected young adults varies from a high of
20% in Arkansas to a low of 8% in Iowa and North Dakota.
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Current Reality in Arkansas
32% of 4th grade students in Arkansas were proficient in reading (National Assessment of Educational Progress, 2017) (68% were not proficient.)
29% of 8th grade students in Arkansas were proficient in reading (National Assessment of Educational Progress, 2017) (71% were not proficient.)
41.1% of 3rd-10th grade students were proficient in Reading (ACT Aspire, 2018) (58.9% were not proficient.)
30% of graduating seniors in Arkansas met reading readiness benchmarks (ACT, 2018) (70% were not ready.)
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How Can We Fix
the Reading Problem?
...teachers are “the most important
school factor in how much children
learn” (Colvin & Johnson, 2007, p. 36).
From Focus by Mike Schmoker, pp. 50-51
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Decoding Language Comprehension
Reading ComprehensionX =
Simple View of Reading Tunmer & Gough 1986
“The simple view of reading says that if a student can quickly
and effortlessly read the words in a given passage, and if that
student can understand that same passage when it is read to
her, it follows that the student should be able to comprehend
that passage when she reads if herself.” From Essentials of Assessing, Preventing, and Overcoming Reading Difficulties,
page 46
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Decoding
Phonological Awareness
Phonics
Subskills of DecodingTunmer & Gough 1986
The ability to hear the sound
structure of spoken words.
A subset of phonological awareness dealing with
individual sounds.
Phonemic Awareness
The relationship between sounds
and print.
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Language Comprehension
Vocabulary
Listening ComprehensionText Comprehension
Subskills of Language ComprehensionTunmer & Gough 1986
Understanding the meaning of spoken words and phrases
Having the language skills, including background knowledge
and inferencing skills, to understand oral language or text
when read aloud
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Decoding Language Comprehension
Reading ComprehensionX =
Phonological Awareness
Phonics
Fluency Vocabulary
Listening ComprehensionText Comprehension
Simple View of Reading Tunmer & Gough 1986
Phonemic Awareness
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Implications of the Simple View
D x LC = RC
0 x 1 = ?
1 x 0 = ?
.5 x .5 = ?
0
.25
0
-Gough & Tunmer, 1986H1, H2
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Children Vary on a Continuum of
Reading Ability
Information adapted from An Introduction to Language and Literacy (page 15) by
Dr. Mary E. Dahlgren
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Stop and Think
What did you learn from the
quadrant activity?
Does this reflect the makeup of
your classroom? How can you
intervene?
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The Reading Brain
Why is learning to read so tricky?
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Neural Systems for Reading
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Four-Part Processor
Seidenberg & McClelland, 1989
Adams, 1990Decoding
Language
Comprehension
H3
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Speaking Is Natural;
Reading and Writing Are Not
Reading and writing are acquired skills
for which the human brain is not yet
fully evolved (Liberman, Shankweiler, &
Liberman, 1989). Human brains are
naturally wired to speak; they are not
naturally wired to read and write.
-Reading Rockets
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Stop and Think
Think about what you have
learned about how reading
occurs in the brain.
Explain the process to a
partner.
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The Reading Process
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What Does the
Research Say?
Reid Lyon, “Unless identified early on and taught by expert
teachers using detailed and intensive approaches
emphasizing teaching both in phonological awareness and
phonics instruction, children who learn poorly in the third
grade can be expected to learn poorly throughout middle-
and high-school grades.” (1996, p.71)
Henry, Marcia K., (2010). Unlocking Literacy - Effective Decoding & Spelling Instruction, 2nd Edition.
Baltimore, Maryland: Brookes Publishing. (page 14-15)
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Critical Components of
Reading Instruction
From the National Reading Panel Report,
published in 2000:
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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Do You Have Kids Who
Write Like This?
When Beals was a live there was something called rasism in our world today there is still rasism. a good example of rasism is a person I know had a rashel experiences a boy said slave go put up this for me because she was black. This is one of millings of experiences in our would that people have had. My grate grandmother was fell blood jerecky and she want to merry a white man but she was told she was not aloud to but she merry him because she loved him. In Amerack there is a bunch of different tips of groups it would be impossible for every body to agery on the same thing. So sins we have a free country I pressingly do not think that it is possible for every body to ageryon the same thing. Rasism is a big problem maby in the fucher(future) this problem will be fixed.
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What Is Phonological
Awareness?
Phonological awareness is having an
awareness of sounds in spoken words,
whether syllables, onsets, rimes, or
individual phonemes (sounds).
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WordSyllable
Onset-Rime Phoneme
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Word Awareness
Readers with word awareness can discriminate
individual words in spoken language.
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Syllable Awareness
Readers with syllable awareness understand
that a word must contain at least one vowel
sound. Each vowel sound and the surrounding
consonant sounds form a syllable.
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Onset-Rime Awareness
Readers with onset-rime awareness
understand that each syllable in a word can be
broken down into onsets and rimes.
• Onset: Any consonant sounds that come
before the vowel.
• Rime: The vowel and any consonant
sounds following it.
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Rime vs. Rhyme
The words socks and clocks have the same
rime - ocks.
Words with the same rime will rhyme because
the vowel and any consonant sounds following
the vowel will sound the same.
The words clocks and fox rhyme even though
the rimes are spelled differently because the
rimes sound the same.
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Small, but Mighty:
The PhonemeWhen readers understand the individual
phonemes, or sounds, in a written word, they
do not need to be directly taught every word
because they can reorder the sounds to create
new words. I have never seen this word before-dwell, but I can
pronounce it because I can add
/d/ to well.
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Phonemic Awareness Tasks
• Identification
• Isolation
• Blending
• Segmentation
• Addition
• Deletion
• Substitution
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Let’s Try It!
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When Skills are Acquired
and Become Proficient
Typical Readers Low Achieving Readers
Syllable Level Pre K to Kindergarten Pre-K to Second Grade
Onset-Rime
Level
Early Kindergarten to
Early First Grade
Late Kindergarten to
Second Grade
Basic Phoneme
Level
Mid First Grade to Early
Second Grade
Early Second to Fourth
or Never
Advanced
Phoneme Level
Late First Grade to Third
Grade
Often Never
David Kilpatrick, Equipped for Reading Success, page 19
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Phonemic Awareness
“... there is no “statute of limitations” on training
phonemic awareness. If phonemic awareness
is interfering with reading skills at any age,
additional progress will be minimal unless the
phonemic awareness difficulties are corrected
(Bruck, 1992; Truch, 1994).”
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by
David Kilpatrick, page 117
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Assessing Phonological
Needs
H4, H5
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Targeted Instruction
Lessons in phonological awareness with older
students need to be in short bursts of
instruction.
Targeted instruction needs to address gaps as
noted on assessments.
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Moving from Accurate to Proficient
Being correct
Being correct in
multiple
situations.
Being correct
and quick at all
times.
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Teaching Phonological
Awareness
Multisensory Techniques:
1. Use Phonics/Spelling to Illustrate
Phonological Awareness
Concepts
2. Use Visual-Spatial Cues
3. Reinforce Segmentation Skills
4. Oral CuesFrom Equipped for Reading Success, pages 77-84
H6
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Reinforcing Phonological
Awareness
H7
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Additional Phonological
Awareness Activities
As you read, pay particular attention to the
instructional activities.
Make note of useful ideas.
Read the article found at
https://bit.ly/2vGtL1V to learn more
about teaching phonological
awareness to older students or use
the QR code.
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Stop and Think
Have you had any important
realizations about phonological
awareness, including
phonemic awareness?
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What Are the Phonemes?
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What Is the Difference
Between the Major
Types of Phonemes:
Vowels and Consonants?
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Impact of Dialect
“Teaching kids to “code-switch”
between their home dialect and the
dialect spoken at school, (Dr. Julie)
Washington has come to believe, is
an important step toward creating a
more level playing field.”
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Consonant Phonemes Phonemes created when the flow of air is obstructed by the teeth, lips, tongue, or throat.
Cognates: Phonemes that are articulated in a similar way.
/p/
/b/
/t/
/d/
/k/ /ch/
/g/ /j/
Stops:The sound cannot be
continued; a puff of air.
Unvoiced:
No
vibrations in
vocal cords
Voiced:
Vibrations
in vocal
cords
Continuants:The sound
can be continued; a continuous
stream of air.
Unvoiced:
No
vibrations in
vocal cords
Voiced:
Vibrations
in vocal
cords
/f/
/v/
/th/
/th/
/s/
/z/
/sh/
/zh/
H8
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Consonant Phonemes Phonemes created when the flow of air is obstructed by the teeth, lips, tongue, or throat.
/m/
/n/
/ng/
Nasals Glides/Airs
/w/
/hw/
/h/
/y/
Liquids
/l/
/r/
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The Vowel Phonemes:Speech sounds which are open, voiced, and continuous.
Tongue height and position distinguish these sounds.
Tongue is in front; mouth is smiley.
Tongue is in back; mouth is rounded.
Diphthongs:
vowels that glide in the middle
R-Controlled
Tongue is low;
mouth is open.
The terms long and short are not accurate for describing the duration of a vowel sound. “Long” vowels are actually tense because there is more tension in the tongue than in the production of “short” vowels, which are lax.
/ē/feet
/ĭ/itch
/ā/ape
/ə/banana
/ĕ/edge
/ă/apple
/ī/ice
/ŏ/octopus
/ŭ/up
/aw/hawk
/ō/open
/o͝o/book
/ōō/spoon
/yū/unicorn
/oi/boy
/ou/ouch
/er/bird
/ar/arm
/or/fork
Adapted from Moats, L.C., & Tolman, C. (2016). Language Essentials for Teachers of Reading and Spelling (3rd ed.). Dallas, TX: Voyager Sopris Learning. H9
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Check Your Understanding
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Evidence of Phonological
Weaknesses
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The Science of Reading Works!October 31, 2018
PAST Correct Automatic
Syllable 5/12 0/12
Onset-Rime 7/10 2/10
Basic Phoneme 6/10 0/10
Advanced
Phoneme
5/20 0/20
Beginning
Decoding Survey
19/50
(38%)
Advanced
Decoding Survey
11/33
(33%)
January 14, 2019
PAST Correct Automatic
Syllable 8/12 5/12
Onset-Rime 10/10 10/10
Basic Phoneme 9/10 6/10
Advanced
Phoneme
6/20 5/20
Beginning
Decoding Survey
46/50
(92%)
Advanced
Decoding Survey
16/30
(53%)
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I am so happy to be free. My dad and I made it
out of Crete alive and well. It was sad to see
my dad senteced to death and scary that I was
too. I used to be happy and popular until my
dad made the king mad then my life changed. I
was so releived when my dad thought to make
us wings. I hoped we could escape and we did!
We flew. It felt so free and good. I was so
excited I didn’t think about the sun and I
thought my dad would save me but he didn’t.
Latest Writing Sample
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Research on Word Storage
Can you name
this person?
John Adams
JoHn ADaMs
John AdamsH10
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“Orthographic mapping involves the formation
of letter-sound connections to bond the
spellings, pronunciations, and meanings of
specific words in memory.” From Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling, and Vocabulary Learning
by Linnea Ehri, 2014
How are Words Stored?
/d/ /ŏ/ /g/
d o g
/d/ /ä/ /k//s/ /ə//n//d/
d a ch sh u n dH11
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The Alphabetic Principle
The insight that
the oral sounds in
spoken words are
represented by
letters in print.
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Implications of Word Storage
Having a good understanding of how words are stored will determine what we teach, and how we teach it.
Until we properly understand how to promote permanent word storage, we will continue to have many weak readers.
Kilpatrick, 2015
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The Foundation for Reading
David Kilpatrick, Equipped for Reading Success, page 15
Phonemic awareness supports word
storage and phonics.
H12
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Stop and Think
What have you learned about
how words are stored? How
will this knowledge change any
of your classroom practices?
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Kahoot Review
https://create.kahoot.it/share/rise-3-6-day-1-review/8f792dd0-9674-4ff3-9191-66285fdbc5b9
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Learner Objectives for the Day
• Examine the goals of R.I.S.E. (Reading
Initiative for Student Excellence).
• Understand the implications of the Simple
View of Reading and the Four-Part Processor.
• Analyze the role of phonology in reading.
• Understand how to intervene and remediate
problems in phonological awareness.
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“Do the best you can until you know better. Then when you know better, do better.”
-Maya Angelou
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References
• Adams, M. J. (1990). Beginning to read: thinking and learning about print. Urbana-Champaign, IL.:
University of Illinois.
• Berninger, V.W. & Wolf, B.J. (2016). Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from
Science and Teaching, 2nd Ed. Baltimore: Paul H. Brookes Publishing.
• Birsh, J. R. (2011). Multisensory teaching of basic language skills. Baltimore, MD: Paul H. Brookes.
• Blevins, W. (2017). Teaching Phonics & Word Study in the Intermediate Grades. New York, New
York: Scholastic.
• Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A
handbook. London: Routledge.
• Ehri, L. (n.d.). 1 The Mnemonic Value of Orthography for Vocabulary Learning Linnea Ehri Program
in Educational Psychology CUNY Graduate Center. Retrieved June 25, 2018, from
http://slideplayer.com/slide/5909854/
• Ehri, L. C. (2013). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory,
and Vocabulary Learning. Scientific Studies of Reading,18(1), 5-21.
doi:10.1080/10888438.2013.819356
• Henry, M. (2010). Unlocking Literacy. Baltimore: Paul H. Brookes Publishing.
• Kilpatrick, D. A. (2018). Equipped for reading success: A comprehensive, step-by-step program for
developing phoneme awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.
• Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties,
Wiley Publishing.
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References• Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention.
Hoboken, NJ: J. Wiley.
• McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore:
Brookes Publishing.
• Miles, K. P. (n.d.). The Effect of Orthographic Mapping, Context, and Word Class on Sight Word
Learning for Native and Nonnative English-Speakers [Scholarly project]. Retrieved January 31,
2018, from https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1594&context=gc_etds
• Moats, L. C. (n.d.). Implementing Research-based Reading Instruction in High Poverty Schools:
Lessons Learned from a Five-year Research Program. Speech presented in University of
Michigan.
• Moats, L.C., & Tolman, C. Phonological Instruction for Older Students. (2017, August 12).
Retrieved from http://www.readingrockets.org/article/phonological-instruction-older-students
• Moats, L. C. (2010). Speech to print: language essentials for teachers. Baltimore: Brookes.
• Schmoker, M. J. (2011). Focus: elevating the essentials to radically improve student learning.
Alexandria, VA: ASCD.
• Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can’t,
And What Can Be Done About It. New York: Perseus Books a division of PGB Publishing.
• Shaywitz, S. (2006). Overcoming Dyslexia. New York: Alfred A. Knopf.
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References
• (n.d.). Introduction: How Children Learn to Read. (2016, September 09). Retrieved January 30,
2018, from http://www.readingrockets.org/teaching/reading101-course/introduction-how-
children-learn-read
• National Reading Panel. (n.d.). Retrieved January 30, 2018, from
https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf