Reading is a complex process, but it can be explained through a simple equation built around five foundations of reading. It’s critical that educators understand the science behind how students learn to read and what skills they need to succeed in order to teach students to be skilled readers. At CORE, we care deeply about kids and how they learn to read. We also care deeply about teachers and how they learn to teach reading. That is why so many of our workshops, mentoring and coaching centers around the science of reading.
To help educators better understand the science of reading and instructional practices based on it, we’ve created a Science of Reading Resource Library. This online library includes webinars featuring literacy experts like Dr. David Kilpatrick, Dr. Michelle Hosp, and Kareem Weaver. You’ll also find other videos, links to articles, an infographic, and much more to support your and your team’s learning about the science of reading. READ MORE
While the impacts of poverty on academic achievement are widely known, dialect also plays a significant and unrecognized role in the reading achievement of millions of children. Just like students whose native language is Spanish or Amharic, students who speak the dialect known as African-American English (AAE) face obstacles to becoming proficient readers.
Watch this on-demand webinar with Dr. Julie A. Washington to learn the:
One in five students has a language-based learning disability, the most common of which is dyslexia. 37 states now have laws on dyslexia and more have legislation in the works. With so much focus on dyslexia, teachers must be knowledgeable about how to screen for, identify and support students with dyslexia.
This recorded webinar provides a foundation for addressing dyslexia in your district. Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, review:
Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.
According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.
The California Dyslexia Guidelines were published in August, 2017 in response to Assembly Bill 1369, Statutes of 2015, in order to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with dyslexia. This Infographic highlights major points from these Guidelines.
CORE can support your district’s efforts to address dyslexia and to help you prevent students from developing reading difficulties right from the start. Contact CORE today to find out how to implement the new Guidelines in your district!