Enjoying this fabulous read by Lyn Stone this Thanksgiving. ❤️ Highly recommend!

Read it, and read it again. Great reminders about comprehension development & importance of background knowledge.

Why is explicit learning important when it comes to reading intervention? Literacy expert Dr. Stephanie Stollar shares her thoughts. Listen at your convenience. okt.to/S2NhHL #explicitinstruction #readingintervention

Structured literacy, when viewed as a dynamic data-driven instructional framework, has the potential to scaffold and stretch all students. It is not static. It should be responsive to student needs and data. Child centered instruction begins with knowing the children you serve.

If you are a teacher, coach, specialist, etc. who wants to read the research, the last article in this issue is a great first step! "Understanding Research Papers: a guide for teachers" by @pimpmymemory nomanis.com.au/single-post/is…

“Every minute spent discussing variables outside the control of educators results in one less minute being spent on problem-solving how to make the universal tier more robust and effective” (Gibbons et al., 2019). 🎤💥

This quote makes me think about MTSS—the power of prevention and data-informed problem-solving.

When students start the year below grade level, they must improve multiple-years in one school year to catch up. Have your kids needing Tier 3 support improved at least one year so far this year? If not, what do you plan to do different? More of the same is rarely the answer.

Do you know the difference between screening and assessment? Check out this infographic - improvingliteracy.org/brief/understa…

Chipping away at a monograph by Fixsen et al. (2005), and this quote resonated!

Universal screening helps us identify students who may be at risk for reading difficulties and/or require enrichment. Diagnostic tools allow us to probe more deeply so we can deliver instruction that meets specific student strengths and needs. Data drives differentiation. ❤️

I have a free copy of The Art and Science of Teaching Primary Reading to give away. If you want to have a chance of winning it, all you have to do is retweet this tweet. I will choose a winner at random next week.

Yes! 🙌

Making Sense of Terms Used in Early Reading Assessment. bit.ly/3kk7qxQ

A team from FCRR and the Haskins Laboratories examine the utility of "set for variability" as a critical predictor of word reading. bit.ly/3cgNgnW

Come join UFLI on November 2 for our next webinar: Science or Snake Oil? How to Tell the Difference. Click here to register: bit.ly/3SzhNMP

If you haven't started listening to Sold a Story by Emily Hanford, you really must. Today. features.apmreports.org/sold-a-story/

Reading aloud doesn't teach kids to love reading. It teaches them to love books, stories, learning things, the intimacy of being read to...all that is wonderful, but it's not a love of *reading*. If you want children to love reading, you have to teach them how to do it well.

In this article, Dr. Beth Phillips and Associate in Research Karli Willis write about syntax as an element of oral language. bit.ly/3VrHIJ4

This meta-analysis conducted by HyeJin Hwang, Sonia Cabell, and @rewjoyner examines whether cultivating content knowledge during literacy instruction support vocabulary and comprehension in the elementary school years. bit.ly/3TyIHVI