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The Literacy 50–A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night

In this episode, teacher Christina Winter, better known as Mrs. Winters Bliss on Instagram, talks about the practical application of sound walls in the classroom. She provides her top 3 tips and shares how sound walls can be used in instruction. She also provides ideas for how students can interact with sound walls, such as through dictation, chants, and games. 

Takeaways

• Sound walls can be used during direct instruction to introduce new phonemes and provide a reference for students. 
• Students can interact with sound walls through activities like dictation, chants, and games. 
• It is important to prioritize the most common sound-spelling patterns.
• Resources and tools, such as phoneme-grapheme dictionaries and frequency lists, can support teachers in implementing sound walls effectively.

Resources

• Mrs. Winters Bliss Website 
• FREE DOWNLOADABLE Science of Reading RESOURCES! 

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Sound wall expert Mary Dahlgren explains how sound walls differ from word walls, why it's important to teach all 44 speech sounds, and how sound walls can help students make sense of English. She shares evidence to support the use of sound walls in your classroom and gives practical advice for implementation. 

• Sound walls are an instructional tool to help students see and understand the 44 speech sounds of the English language.
• Sound walls provide a visual representation of the sounds and their corresponding spellings. 
• Sound walls help students make connections between sounds and letters.
• Sound walls support phonological awareness, phonics instruction, and the development of decoding skills.
• Sound walls are beneficial for all students, including English learners, as they provide a structured and visual approach to learning the sounds of the English language. Teachers should be aware of the different phonemes in their students' languages and teach the phonemes in English.

• Sound Walls: A Tool for Students to Use by Mary Dahlgren

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Takeaways

• Start with letter sounds that are easier to pronounce and more familiar to children.
• Engage children in learning activities that involve movement and play.
• Assess understanding and retention through quick and frequent assessments.

Resources

• Find Spencer on Instagram, TikTok, Facebook or ToddlersRead.com
• Check out these videos on Instagram: Teach a Toddler to Read in 3 Easy Steps, Mispronouncing Sounds, Fourth Graders Reading at K Level Where Do I Start?

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In this conversation, Becky Pallone and Michael Hart discuss how their phonemic awareness instruction  has evolved over time. They emphasize the importance of blending and segmenting as key skills in phonemic awareness and highlight the benefits of incorporating letters in phonemic awareness instruction. They will also provide practical tips for you! 

Takeaways

• Incorporating letters in phonemic awareness can strengthen letter-sound correspondence.
• Teachers should prioritize blending and segmenting in phonemic awareness instruction.
• Teacher knowledge and curriculum are both important in phonemic awareness instruction. 

Resources 

• Measured Mom CVC Word List
• Pam Kastner Wakelet Resources: The Literacy Collection
• Explicit Instruction, Anita Archer
• Continuous Phonation Webinar, Selina Gonzales Frye
• University of Florida Literacy Institute (UFLI)
• Goyen Foundation Twitter/X

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Melissa and Lori just returned from the Plain Talk About Literacy & Learning Conference in New Orleans and they will share their takeaways with YOU! Attendees called in while at the conference to share aha moments and key takeaways. You won't want to miss this one!

2024 Plain Talk Conference Presenters

Podcast Episodes We Mentioned

• Episode 44:  Elevating the Education Profession with The Right to Read Project
• Episode 116:  Sonia Cabell on the Importance of Content-Rich ELA Instruction
• Episode150: Science of Reading for ALL Students: Intervention for Secondary Students
• Episode158: Science of Reading Beyond Phonics: The Ultimate Goal of Reading with Doug Fisher
• Episode 170: All About Read-Alouds with Molly Ness

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Matt Burns discusses the importance of phonemic awareness in reading instruction. Phonemic awareness is an outcome of skilled reading, not a precursor, and it has a reciprocal relationship with reading. Matt also emphasizes the need to focus on decoding skills in second, third, and fourth grade, rather than solely on phonemic awareness. Matt provides practical takeaways for teachers and recommends additional resources for learning about phonemic awareness.

Takeaways

• Phonemic awareness is an outcome of skilled reading, not a precursor.
• Phonemic awareness and reading have a reciprocal relationship.
• Decoding skills are a strong predictor of reading success.
• Nonsense word fluency assessments can be beneficial for assessing decoding skills.
• Avoid teaching nonsense words and focus on decoding instead.

Resources

• Phonemic Awareness, Research, Misconceptions, and Fads with Dr. Matt Burns
• They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training
• RIP to Advanced Phonemic Awareness | Shanahan on Literacy
• Phonemic Awareness with Letters YouTube video, Matt Burns
• Matt Burns YouTube Channel 
• National Reading Panel Report 
• Elkonin Boxes, Reading Rockets
• Florida Center for Reading Research 
• UFLI Foundations 
• Ep. 159: Back to School: Science of Reading or Snake Oil with Holly Lane 
• Road to the Code, Book 
• IES Practice Guides 
• Empirical Analysis of Drill Ratio Research: Refining the Instructional Level for Drill Tasks, Matt Burns (meta-analysis)

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Shayne Piasta discusses best practices for teaching alphabet knowledge. She tells us what the research suggests about teaching  letter names and sounds, why teaching a letter of the week may not be the most effective approach, and an order to teach letters. The best part? She shares concrete ideas and strategies for classroom practice. 

Takeaways

• Teach both letter names and sounds simultaneously.
• Consider the acrophonic principle, where the letter name gives clues to its sound.
• Avoid teaching letters of the week and consider a faster pacing for letter instruction.
• Be intentional about the order of teaching letters, considering children's names and frequency of letters in text.
• Use differentiated instruction and embedded mnemonics for effective alphabet instruction.

Resources

• Handbook on the Science of Early Literacy
• The Science of Early Alphabet Instruction, chapter 7
• Ohio State University Alphabet Learning and Instruction research and articles
• Ohio State University Early Literacy and Learning Lab
• Episode 164: Misconceptions About Learning to Read with Carolyn Strom 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Summary
In this episode, the hosts discuss the RAND Model, a heuristic for thinking about reading comprehension. The model was developed in the late 1990s by the RAND Corporation in response to a need for more research on comprehension. The model considers three main components: the reader, the text, and the purpose or activity of reading. It emphasizes the active role of the reader in constructing meaning from the text and highlights the importance of text complexity, coherence, genre, and the context in which reading takes place. The hosts also explore the challenges of measuring reading comprehension and suggest a curriculum-based assessment approach.

Takeaways

• The RAND Model is a heuristic for thinking about reading comprehension that considers the reader, the text, and the purpose or activity of reading.
• Text complexity, coherence, genre, and the context in which reading takes place are important factors in comprehension.
• Measuring reading comprehension with standardized tests can be challenging due to the complexity of the construct.
• A curriculum-based assessment approach that measures comprehension within specific disciplines may provide a more accurate and fair assessment of reading ability.

Resources

• Ep. 177: The Five Pillars of Reading with Hugh Catts
• Ep. 178: The Simple View and Scarborough’s Reading Rope with Researcher Hugh Catts Five Pillars of Reading with Hugh Catts 
• Follow researcher Hugh Catts on Twitter (or X)
• A Heuristic for Thinking About Reading Comprehension, or the RAND Model 
• ICYMI: Ep. 118: Rethinking Reading Comprehension with Researcher Hugh Catts

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Summary
In this episode, Hugh Catts discusses two popular reading models: the Simple View of Reading and Scarborough's Reading Rope. The Simple View of Reading highlights the importance of word recognition and language comprehension in reading comprehension. It emphasizes that if a child struggles in one area, it will affect their overall reading comprehension. Scarborough's Reading Rope provides a more detailed breakdown of the components involved in reading, including background knowledge, vocabulary, language structures, verbal reasoning, strategies, and literacy knowledge. Both models help educators understand the complexity of reading and the interaction between different components.

Takeaways

• The Simple View of Reading emphasizes the importance of word recognition and language comprehension in reading comprehension.
• Scarborough's Reading Rope provides a more detailed breakdown of the components involved in reading.
• Both models highlight the complexity of reading and the interaction between different components.
• Effective reading instruction should focus on developing both word recognition and language comprehension skills.

Resources

• Ep. 177: The Five Pillars of Reading with Hugh Catts
• Follow researcher Hugh Catts on Twitter (or X)
• The Simple View of Reading  
• Scarborough’s Reading Rope 
• ICYMI: Ep. 118: Rethinking Reading Comprehension with Researcher Hugh Catts

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Summary

In this episode, the hosts discuss the five pillars from the National Reading Panel and their history. They explore the confusion that can arise from viewing these pillars as a model of how reading works. The role of fluency and the importance of differentiating instruction for the five pillars are also discussed. The conversation concludes with a reevaluation of the five pillars and a key takeaway to look beyond them. The next episodes will cover three other reading models.

Takeaways

• The five pillars from the National Reading Panel are phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• The five pillars should be viewed as interconnected and treated differently in instruction.
• The actual chapters of the National Reading Panel focus on alphabetics, fluency, and comprehension.
• It is important to look beyond the five pillars and consider other reading models.

Resources

• Follow researcher Hugh Catts on Twitter (or X)
• The National Reading Panel Report 
• The Five Pillars of Reading Graphic 
• The Narrow View of Reading, Alan Kamhi 
• The Narrow View of Reading Promotes a Broad View of Comprehension, Hugh Catts 
• ICYMI: Ep. 118: Rethinking Reading Comprehension with Researcher Hugh Catts

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FROM MARCH 10, 2023

Today we’ll be talking to a team of authors about a recent article they published on small group instruction, titled Maximizing Small-Group Reading Instruction. We ask and answer important questions about small group instructional time: What is the appeal of small group reading instruction? Why has it been popular? What does the research say? What do we need to know about effective small-group reading instruction? What are some best practices? 

Resources

• Maximizing Small-Group Reading Instruction (published in The Reading Teacher)  
• Dr. Neena Saha’s Reading Research Recap of this research 
• What Should Small Group Instruction Look Like? Tim Shanahan 
• Reinterpreting the development of reading skills Scott Paris 
• Applying New Visions of Reading Development in Today's Classrooms Kay Stahl 
• Text Project with Freddy Hiebert 
• Choice Words: How Our Language Affects Our Children’s Learning by Peter Johnston

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Why shouldn’t we level students? 

Professor and researcher Kristin Conradi-Smith from episode 143 says, “We lack research for differentiation by text levels.There's simply no support for it.”  Teaching with a leveled reading, sometimes known as guided reading, approach isn’t the most effective way to teach or learn to read. 

Instead, we can 

• Support students’ access to complex texts through scaffolds and building knowledge using language comprehension. 
• Use students' prior knowledge and match that knowledge to text topic demands.
• Read text sets - a group of texts on the same topic - to build students’ knowledge and vocabulary. 
• Practice and model oral reading fluency, rearead, and use comprehension strategies.

Resources

• Episode 143: Maximizing Small Group Reading Instruction 
• Matt Burns F&P BAS and LLI Research
• Matt Burns Leveling Students: Why we do it, why we shouldn’t, and what we should do instead
• Tim Shanahan Should We Teach at Reading Level? 
• Tim Shanahan blogs What does the Easter bunny have in common with the independent reading level?
• Tim Shanahan presentation Science of Reading Levels
• Dr. Kristen Schrauben Science of Reading What I Should Have Learned in College Private Facebook Group Presentation Giving Up F&P

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FROM FEBRUARY 24, 2023

In today’s episode, we discuss the structure and content of the literacy block. How can we teach using structured literacy in small groups? Kinder teacher Casey Jergens and author Natalie Wexler join us to connect theory and practice. Casey previously taught using a guided (leveled) reading approach with lots of small group time. In recent years, he’s switched to focus on Tier 1 instruction aligned to structured literacy, which supports access for all students. 

Resources

• Elementary Classrooms Are Too Noisy For Kids To Learn by Natalie Wexler 
• Casey’s Twitter Handle
• Natalie Wexler’s Twitter Handle 

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Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

What does the research say about small group reading instruction?

Resources

• Episode 142: Structured Literacy in Small Group Time
• Episode 143: Maximizing Small Group Reading Instruction 
• Maximizing Small Group Reading Instruction (Conradi-Smith, Amendum, Williams, 2022)
• Differentiated Literacy Instruction: Boondoggle or Best Practice? (Puzio, Colby, Nichols, 2020)
• Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 (Wanzek, et. al, 2016)  

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FROM JULY 7, 2023

Today we talk about fluency and assessment with Jan Hasbrouck. She shares tips and tricks for how to to best assess and teach fluency. She also debunks frequent fluency misunderstandings and explains the scientific evidence that underlies the Hasbrouck-Tindal Oral Reading Fluency Chart.  

Note: During the podcast, we mentioned we would link Jan’s previous studies on ORF. But… we want to make sure the most recent information (Fluency Norms Chart 2017 Update) is the one that is prioritized for instructional use, so we’ve linked that to avoid confusion. 

 Resources

• Hasbrouck-Tindal Oral Reading Fluency Chart
• Fluency Norms Chart (2017 Update) 
• Developing Fluent Readers by Jan Hasbrouck, Reading Rockets
• Understanding and Assessing Fluency by Jan Hasbrouck, Reading Rockets
• Tim Rasinski Multidimensional Fluency Rubric 
• NAEP Fluency Scale 
• What Does “Below Basic” Mean on NAEP Reading? 

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Is your district adopting a new English language arts/literacy curriculum? Have you wondered how to tell if an ELA curriculum is “knowledge-building?” Today we’ll be talking to Barbara Davidson and Sue Pimentel about a new curriculum review tool from Knowledge Matters which can be a helpful guide when navigating the curriculum adoption process. 

Resources

• Knowledge Matters Campaign Curriculum Review Tool 
• Marilyn Jager Adams Advancing Our Students’ Language and Literacy 
• Melissa and Lori Love Literacy podcast Episode 170: All About Read Alouds
• Scaling the "Dinosaur Effect" 

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FROM JULY 14, 2023

What if you could unlock the secrets to fluency instruction in literacy, and transform your students into confident and skilled readers? Join us as we delve into this crucial topic with Nathaniel Swain, Senior Lecturer at La Trobe University in Australia, who shares his expertise on the three components of fluency: speed, accuracy, and prosody. Let's explore together how balancing speed with comprehension can make all the difference in today's digital age, where skimming and scrolling are the new norm.

We discuss a variety of practical strategies to help students practice fluency in the classroom, such as choral reading and paired reading. Nathaniel also sheds light on the role of technology in simplifying the process of creating engaging materials. Discover how to create an environment that fosters student engagement and understanding, and learn the differences between fluency instruction in primary and intermediate classes.

Finally, we examine the value of fluency in reading instruction and how it can be integrated into the literacy block. Nathaniel explains the self-teaching hypothesis and emphasizes the importance of exposing students to unfamiliar words and challenging texts. Don't miss this insightful episode packed with tips and strategies to help your students become fluent and confident readers!

Resources

• Think Forward Educators
• Five Ways to Focus on Fluency, Think Forward Educators Blog 
• Fluency Rubric, Tim Rasinski
• Readers Theater Scripts, Chase Young
• Fluency Resources, Tim Rasinski 
• Nathaniel Swain on Writing to Learn, ERRR Podcast

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Funds of Knowledge are the skills and knowledge gained by daily routines and practices, as well as cultural and historical interactions. It’s the social and cultural “stuff” that students know through personal experiences.  

Background knowledge is the amount of information or knowledge someone has on a topic. Both funds of knowledge and background knowledge give us connection points for learning, and they’re both considered types of prior knowledge. 

So what does this mean for instruction? 

We should leverage our students' - and families’ - funds of knowledge when possible. We can use students' funds of knowledge and continue to build background knowledge on topics of study. 

Resources

• Episode 170: All About Read-Alouds with Molly Ness  
• Funds of Knowledge Toolkit from Washington state 
• Funds of Knowledge for Teaching

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FROM AUGUST 4, 2023

What if the key to unlocking your students' reading comprehension could be found through a deeper understanding of the intricate processes at work in their minds? Prepare to have your teaching world transformed as we journey with reading comprehension expert and acclaimed author, Nancy Hennessy. Together, we’ll map out the cognitive and linguistic processes that underpin comprehension, and navigate the complex interaction between a reader's knowledge, the text itself, and the author's intent.

As teachers, we play an integral role in shaping the reading journey of our students. Witness how the Reading Comprehension Blueprint can revolutionize your instructional design as we discuss how to thoughtfully consider the task, text, and context. Learn how to integrate prior background knowledge and foster mental models of understanding. Be part of our examination of comprehension as an essential pillar of reading and join us as we demystify the science behind this crucial skill.

Finally, imagine having a blueprint that offers a flexible framework that aligns seamlessly with the science of comprehension. Listen as we delve into the importance of planning for instruction, pinpointing the key takeaways for your students, and exploring types of texts and text sets. Learn how to identify the contributors to comprehension and teach your students to become masters of their own understanding. Buckle up and get ready to revolutionize your approach to teaching reading comprehension.

Resources

• The Reading Comprehension Blueprint From The Reading Comprehension Blueprint by Nancy Lewis Hennessy. Copyright © 2021 by Paul H. Brookes Publishing Co., Inc. All rights reserved
• Expert Minute Video-Thinking about Comprehension: Nancy Hennessy
• Rethinking How to Promote Reading Comprehension, American Federation of Teachers by Hugh Catts
• Ep. 118 Rethinking Reading Comprehension with Researcher Hugh Catts, podcast
• AIM FCRR Background Knowledge Research 

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Are You Adopting a New ELA Curriculum? Where Do You Start?

One place to start your curriculum adoption journey is EdReports. It’s not the ONLY place by any means, but it is a helpful jumping off point. EdReports asks educator-led review teams to use specific criteria to tell if a curricula meets, partially meets, or does not meet expectations. They review ELA, math, and science curricula and provide public reports with detailed insight into the materials.

Resources

• EdReports.org 
• EdReports.org: Science of Reading Snapshots 
• A Closer Look at the Five Essential Components of Effective Reading Instruction 
• National Reading Panel - Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Readin 
• The Reading League Curriculum Evaluation Guidelines 
• Knowledge Matters Review Tool 

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