The Dos and Don’ts of Phonics Instruction
This article, adapted from Wiley Blevins (2021), discusses the characteristics of strong phonics instruction and common causes of phonics instructional failure
Learning to Read and Write Using Decodable Texts
This article will help you understand the role that decodable texts play in developing early reading and encoding skills for students.
Webinar Recording: Dynamic Vocabulary Instruction in the Classroom
This webinar will show you how to construct dynamic vocabulary routines across grade levels to make sure your students are reading and comprehending texts.
Supporting Oral Language in the Classroom: Extending Reading Instruction Beyond Decoding
Oral language is an important skill, foundational to reading which is crucial for reading comprehension. Even if a child has strong word decoding abilities, if they do not understand the meaning of the text they have read, reading comprehension will not happen.
What the Right to Read Report Means for Supporting Students in the Tiered Model of Support
Implementing evidence-based reading instruction at Tier 1 will improve reading scores and skills, while reducing the need for Tier 2 and 3 supports.
Know the Facts about Reading
Click here to view and download the Facts about Reading Handout. Written by Stacey Rickman Learning to read is NOT a natural process - it must be taught. Learning to speak and listen is a natural process that typically developing children learn by being immersed in oral language; learning to read is not, and must [...]
The Journey Toward Improving Early Literacy – Hastings & Prince Edward District School Board’s Story
LD@school met with the Hastings and Prince Edward District School Board to learn how their work on improving early literacy aligns with the recommendations. This video tells the story of their journey.
An Administrator Reflects on The Science of Reading and the Right to Read Inquiry Report
Our programming of years past was not enough to reach the unique learning needs of all students, which had a lasting impact on their learning throughout their educational journey.
A New Teacher Reflects on The Science of Reading and the Right to Read Inquiry Report
All teachers, no matter what stage of their career they are at, should feel confident teaching students through research and evidence-based practices.
Primary Teachers Reflect on The Science of Reading and the Right to Read Inquiry Report
The progress of students was slow at first, but now we see that our students have developed the tools they need to become independent decoders and readers.