Paper that concisely explains why teaching students to guess at words when reading is a terrible strategy. Written by an award-winning reading teacher and interventionist in Australia.
Research study that found an explicit intervention in phonemic awareness, decoding, spelling, fluency, and comprehension demonstrated stronger impacts on student reading than did a Guided Reading intervention.
Instructional resource to support students' phonemic awareness, decoding, and spelling. Provides the most common spelling patterns for English sounds on a chart that students can use during instruction and practice. Also lists tips for how teachers can use the chart.