Assessment and Intervention in Light of Understanding the Nature of Reading Difficulties
Speaker: Dr. David Kilpatrick
Casualties of War: Reading Science Denial and Racism’s Impact on African-American Children
Speaker: Kareem Weaver
Learn foundational skills and instructional practices grounded in the science of reading. Based on the best of CORE’s nationally acclaimed Teaching Reading Sourcebook, this facilitated seven-module asynchronous online course teaches the essential components of reading instruction with clear and explicit teaching models.
This science-based instructional approach combines six key elements to help all students, including those struggling with dyslexia, become skilled readers. Learn more about the components of structured literacy and compare it to other typical literacy practices used in schools in this report by Louise Spear-Swerling.
Although educators have long understood the importance of literacy, teaching children to read is very complex. Evidence to guide instructional practice is stronger than it has ever been. In this report, Dr. Louisa C. Moats outline why the preparation and professional development of teachers must be better aligned with decades of reading science.
What the Words Say
A false assumption about what it takes to be a skilled reader has created deep inequalities among U.S. children, putting many on a difficult path in life. Keep reading >>
The Biggest Threat to Our Democracy: Illiteracy and the Science-Deniers Who Contribute to It
It turns out that we know exactly why Johnny can’t read. However, instead of using the brain science and overwhelming research consensus, we’re still using strategies that reflect our own biases and theories. Keep reading >>
Is It Ever Too Late to Teach an Older Struggling Reader?
Unfortunately, there are large numbers of adolescent students in our country who cannot read proficiently. So why do we find teachers so often give up on directly addressing the reading needs of older struggling readers and focus instead solely on providing accommodations? Keep reading >>
Lucy Calkins’ Criticism of Reading First is Misinformed
Recently, there have been many responses to Lucy Calkins’ essay, “No One Gets to Own the Term, Science of Reading.” Interestingly, none address Calkins’ inaccurate attack on the Reading First initiative. Keep reading >>
Lucy Calkins on the ‘Science of Reading.’ Seriously.
I left graduate school fully convinced that this as axiomatic: The road to reading is paved on a foundation of meaning. I was wrong. Keep reading >>
“I’m Mad as Hell and I’m Not Going to Take This Anymore”
Once again, the reading science deniers disparage those of us in the reading research community who accept the settled science on teaching reading by implying all we care about is phonics. Keep reading >>
It’s time to stop debating how to teach kids to read and follow the evidence
The debate — often called the “reading wars” — is generally framed as a battle between two distinct views. On one side are those who advocate for an intensive emphasis on phonics and on the other side are proponents of approaches that put a stronger emphasis on understanding meaning, with some sporadic phonics mixed in. Keep reading >>
Is Lucy Calkins’ reading program, Teachers College Units of Study, an effective literacy approach for all students? A team of experts reviewed the research, and here’s what they concluded.
CORE’s reading, writing and language professional learning services provide preK-12 schools with a framework to implement and ensure the consistent used of evidence-based reading and writing instructional strategies based on the science of reading. Work with CORE to build and sustain knowledge and skills through well-structured courses, coaching, modeling and mentoring. Courses and other professional learning support can be offered online or in person.
When SEG Measurement reviewed the reading performance of Pajaro Valley Unified School District (CA) first, second and third grade students in classrooms with teachers who participated in CORE professional development, they found that these students achieved significantly greater growth in reading skills. Review the reports to learn more.
Students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention — whether learning in person or remotely. In these two videos, Dr. Carrie Thomas Beck, former Dyslexia Specialist for the Oregon Department of Education and CORE’s Director of Literacy, demonstrates how to modify reading instruction and intervention for a remote learning environment.
The path to literacy is supported by many actors, but states play a large role in ensuring students are taught to read using the most effective instructional methods. The National Council on Teacher Quality has released this detailed guide that outlines the four actions states must take in order to support reading success for all students. The guide also includes a list of 13 essential aspects every elementary teacher should know about reading instruction.
CORE’s president, Linda Diamond, was one of the team of reading experts that contributed to the action guide. This guide is an invaluable resource for states and districts as they strive to ensure all teachers have essential knowledge of the science of reading and how to teach students to read.
CORE’s Teaching Reading Sourcebook, 3rd Edition is one of the best resources about the science of reading and reading instruction, according to the National Council on Teacher Quality (NCTQ). Our hands-on, practical guide to the five elements of effective reading instruction was one of 10 textbooks that earned an exemplary rating and was found to be used in more teacher prep courses than any other textbook in the NCTQ 2020 Teacher Prep Review report.
Join CORE in following along with EdWeek’s Getting Reading Right special report.
An analysis of the five most-used programs for early reading shows that they often diverge from evidence-based practices.
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