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Explicit, systematic phonics instruction isn’t a single, uniform approach. From print-to-speech to speech-to-print methods, key differences in how skills are taught may influence outcomes. Are popular approaches like Orton-Gilligham truly the gold standard? Or does the research tell a different story?
13 min
How am I supposed to differentiate between a decoding/fluency problem and a comprehension problem?
In the winter, one of my 6th graders read 130 words correct per minute (WCPM), which is lower than most of my other students, and he really struggles with multisyllabic words in particular. I suspect his comprehension difficulties are actually issues with decoding and fundamentals, but I’m not sure how to get to the root of the problem.
4 min
Automaticity is the ability to implement a skill not only accurately, but with quick, effortless retrieval. Automaticity with foundational reading subskills is a necessary step in the progression of building reading fluency.
Fluency is the ability to read connected text with accuracy, automaticity, and proper expression.
7 min
Assessment data has meaning only when it drives instruction. A collection of practical decision-making flowcharts assists teachers in making strategic instructional decisions to target students' needs.
7 min
The NICHD/NIH Reading Research program led collaborative multidisciplinary scientific efforts to study reading. Hollis Scarborough Award recipient Dr. Reid Lyon reflects on the program and honors the teams that advanced the science of reading and improved the lives of children worldwide.
37 min
Explore essential terms in the Science of Reading. This glossary breaks down key terms into simple, clear explanations.
2 min
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Knowing how to use language is different from knowing how language works. Dr. Mark Seidenberg cautions that instructional practices and assumptions need to be assessed with respect to their impact on teaching children how to read and write, which is the primary goal.
32 min
Much of science of reading training is designed for early grades. Should those same practices guide instruction in secondary classrooms?
12 min
In 2019, Dr. Hollis Scarborough received AIM’s inaugural Hollis Scarborough Award, recognizing research that has shaped the field of literacy and inspired others. Her presentation shares a first-hand account of the creation of Scarborough's Reading Rope.
23 min
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