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"Guessing: Why the Reading Wars Won't End" (Letter printed in the Washington Post)
Letter signed by 41 reading researchers, scientists, and academics who support effective, scientificially-based reading instruction. Provides insights into the lack of teacher preparation in early reading instruction. Also discusses the lack of research behind teaching students to guess at words when reading.
Get Resource Guessing Words from Context is Not Reading
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.
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The Three-Cueing Model: Down for the Count?
Dr. Kerry Hempenstall discusses the pervasive implementation of the Three-Cueing Model by many reading teachers even given its lack of efficacy.
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The Three Cueing System
This article by Marilyn Jager Adams describes the Three-Cueing System, including where the system originates and Ms. Adams' analysis of how teachers view it compared to what research shows about its effectiveness.
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Explicit, Systematic Phonics Lessons, Scope & Sequence Materials
Website with lessons and materials for teaching phonics explicitly and systematically. Includes lesson plans, word lists, and decodable texts.
Get Resource Vocabulary: Word Generation
Website with teacher resources for vocabulary and comprehension instruction across content-area classrooms.
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Whole-Language High Jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t
In this resource, Louisa Moats discusses some popular practices in reading instruction that are not supported by evidence. She also addresses what effective reading instruction include.
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