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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.
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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.
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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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