Educators have asked themselves this question countless times. They have tried different strategies, software products, and professional development as potential answers. But with only 35% of U.S. fourth-grade students proficient in reading, where does reading instruction go from here?

Numerous terms, including the science of reading and the 5 components of reading, are at the forefront of discussions in the literacy field right now, yet both terms have appeared often in reading research for decades. What is behind the renewed interest? 

The Science of Reading

In 2019, Mississippi was the only state where students showed gains in reading on the National Assessment of Education Progress (NAEP). A key differentiator for why Mississippi, a state where students have historically struggled in reading, showed reading gains is the investment the state has made in its teachers, providing intensive professional development in literacy practices that are firmly based on the science of reading.

The phrase science of reading refers to the large body of research connected to understanding how we learn to read. The science of reading points to those evidence-based approaches and methods that result in successful outcomes for students. For example, there is a renewed interest in the National Reading Panel’s research-based concepts that should be at the core of any reading instruction program. The five concepts are phonemic awareness, phonics, fluency, vocabulary, and comprehension. In addition, greater scrutiny has been given to the importance of teaching foundational reading skills with explicit, systematic instruction in phonemic awareness and phonics, a strategy that is clearly aligned with reading research.

The success in Mississippi has not gone unnoticed. Other states are beginning to support and pass legislation that focuses on evidence-based reading instruction aligned with the science of reading and proven to improve reading. Likewise, many literacy program providers are now promoting their offerings under the “science of reading” umbrella. The education world is buzzing constantly about yet another shift in reading instruction, even though for many educators, there is still much to digest and understand, especially how this shift could impact their current literacy instruction.

The Five Components of Reading

The National Reading Panel (NRP) convened in 1998 at the request of Congress to help determine how best to teach children how to read. Two years later, the NRP issued its report titled, “Teaching Children to Read,” which divided reading instruction into five components—phonemic awareness, phonics, fluency, comprehension, and vocabulary. The report summarized the research available at the time for each component and made recommendations for instruction for each.

Some key takeaways include:

• Phonemic awareness and phonics are critical to reading proficiency but not the end goal. 
• These components should be explicitly taught, integrated with spelling instruction, in a
  systematic way. 
• Educators need to make intentional decisions about the order that phonemic awareness and phonics skills should be taught.
• Strong fluency—created by automaticity and language comprehension and a solid vocabulary—is necessary to become a proficient reader
• Students can’t have fluency without the ability to immediately recognize and understand words, and decode unfamiliar words. 
• Fluency allows for better text comprehension, which allows us to build our vocabularies, which allows for greater comprehension of more complex texts.

Additionally, the NRP reports that about 5% of students will learn to read with minimal instruction. These learners become readers no matter what kind of reading instruction is provided. Sixty percent of students will learn to read with significant support, and the remaining 35% will require intensive intervention to learn how to read. So while some students may need only minimal instruction in phonics and phonemic awareness, research shows that most students need substantial instruction in phonics-based skills to gain fluency, strengthen comprehension, and grow vocabulary. 

Strategies to Consider for Your Literacy Instruction

While some states are shifting to literacy practices firmly based on the science of reading, not every state, district, or school is ready to shift their literacy instruction in this direction entirely. For those educators in the latter category, there are simple strategies that can be put into practice immediately to gently pivot toward what the research has shown to be effective instruction for improving students’ reading outcomes.

Below you will find a brief description of the three components that the Reading Plus program, for students in grades 3-12, addresses as well as some suggested strategies that can be easily incorporated into your current reading instruction to support improved reading outcomes.

Reading Comprehension

Comprehension means making meaning from text, but how to get to comprehension can be more complex and requires three processing systems: phonological (recognize familiar words or be able to decode unfamiliar words; meaning (understand the meaning of each word), and context (understand the meaning of sentences and entire texts).

One simple strategy to support your students’ reading comprehension is to incorporate read alouds into your instruction, using turn and talk, open-ended questions, discussion protocols in small groups, and student-student discourse to ensure 100% student engagement.

Another strategy, or resource, to support the development of comprehension skills is an online literacy program like Reading Plus that offers personalized scaffolding to build independent reading skills. The Reading Plus program automatically customizes lesson features including content level (based on an initial assessment), reading rate, opportunities to reread texts, and questions interspersed throughout each lesson. The program also allows students to self-select reading texts that are engaging and further build content knowledge and vocabulary.  

Vocabulary

A 2019 research study found that young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than kids who were never read to. For those children who were not read to, vocabulary acquisition is essential to improving reading comprehension and raising reading achievement. 

Read alouds, a great strategy for improving reading comprehension, can also help build students’ vocabulary. In addition to vocabulary acquisition that can be formally taught before and during a read aloud, a combination of turn and talks, small group discussions, and student-student discourse can further grow students’ vocabulary. 

Additionally, an adaptive reading program with built-in vocabulary support can supplement whole and small group instruction, providing a personalized path to vocabulary development and improvised reading comprehension. For example, the vocabulary component in Reading Plus teaches students a research-based compilation of highly valuable, cross-curriculum, general academic vocabulary. Students master words through activities such as matching a vocabulary word with its synonym, selecting sentences where it is used properly, and completing sentences with members of its word family.

Fluency

Definitions of oral reading fluency, the focus of grades K-2, often include speed, accuracy, and expression. Silent reading fluency, which becomes increasingly important beginning in grade 3, is the ability to read silently with sustained attention and concentration, ease and comfort, at grade-appropriate reading rates and with good understanding. 

A few key ideas about fluency (mentioned above), in relation to literacy instruction:

• Strong fluency is created by automaticity, language comprehension and a solid vocabulary, and is necessary to become a proficient reader.
• Students can’t have fluency without the ability to immediately recognize and understand words, and decode unfamiliar words. 
• Fluency allows for better text comprehension, which allows us to build our vocabularies, which allows for greater comprehension of more complex texts.

The literacy debate around best literacy practices will continue, possibly shifting toward instruction firmly based in the science of reading or remaining firmly planted in balanced literacy–or somewhere in between. While this debate happens, the above strategies are suggestions for your daily reading instruction that can boost students’ reading comprehension, vocabulary, and fluency, with the goal of improving reading outcomes for all students. 

The above content is adapted in part from a presentation by Janine Walker-Caffrey. Dr. Walker-Caffrey is the former Chief Research Officer at Reading Plus. 

The post Science Matters: Literacy Research is the Key to Improving Reading Outcomes appeared first on Reading Plus.

A few examples of factors to consider:

• Is the intervention program evidence-based and backed by research?
• Does your school have the technology capabilities and funding available to effectively implement the program?
• How flexible is the program to adapt to different learning models, including remote instruction?

The post 5 Steps to Choosing the Right Reading Intervention appeared first on Reading Plus.

Students reading below, at, or above their grade level all need content and tasks that build critical-thinking skills. They also need instruction that matches their individual learning abilities, prepares them for success in college and/or career, and builds and sustains their interest and motivation.

Accurate Assessment Data

The first step in determining the best support for any level of reader is an accurate assessment. Administer an online reading assessment to quickly and effectively ensure your readers are receiving instruction at the appropriate level.

Independent, Personalized Practice & Adaptive Instruction

Online instructional programs can be beneficial for all students, from struggling readers who need targeted support in basic literacy skills to gifted students who continually request more challenging content from their teachers. A program that dynamically adapts to a student’s performance will help all readers strengthen their reading skills and raise their reading achievement. For example, Reading Plus automatically increases comprehension-based reading rates and readability levels as students accomplish their goals, continually raising the bar on achievements.

Engaging Content

Engaging texts inspire students to read more. All students—including struggling, proficient, and advanced readers—deserve interesting texts, from authentic documents to classic literature, to contemporary fiction and real-life stories. Additionally, students can expand the types of texts they read to enhance their knowledge in multiple content areas. Reading Plus offers over 2,500 engaging texts with Lexile® ranges appropriate for students reading on all levels through college.

Support for Readers with Low Fluency

Seventy percent of non-proficient readers and thirty percent of proficient readers are challenged with low fluency—they struggle to move their eyes smoothly and comfortably over lines of texts at an appropriate rate. Non-proficient readers—students who are not yet reading on grade level—are not likely to become proficient unless fluency is addressed alongside comprehension and vocabulary. Proficient readers with low fluency are students who probably have a lot of grit, a will to do well, and strong background knowledge; however, they are not set up to be lifelong readers who enjoy reading.

It is essential to build students’ fluency with silent reading. Research shows that by building fluency, students gain a deeper comprehension of text as well as increased enjoyment of reading. Once students learn how to read, they still need to develop effective reading habits that will prepare them for higher volumes of coursework in the future, more complex text, and lifelong learning.

College and Career Readiness & High-Stakes Test Prep

All students should be prepared for life after school, whether they enter the workforce or continue education in college. It is vital for students to be adequately prepared for not just these paths, but the high-stakes tests at the high school level, such as the ACT and SAT.

A reading program must include practice with question formats that match those used in high-stakes tests, such as drag-and-drop, select a sentence, and choosing multiple answers. Familiarity with these question types will aid students in building confidence before taking any assessments.

Project-based learning and tasks that prompt students to refer to their real-life experience help to build practical skills for the workplace or college. Social and emotional learning (SEL) tasks prepare them for building interpersonal relationships.

Teacher Visibility & Communication

When students are completing work independently, teachers need visibility into their progress and completed work. Robust reporting tools help teachers determine if students are completing all assignments, progressing slowly, or need to be challenged more.

Most importantly, teachers should encourage open communication so students feel free to share if something isn’t working. Are they being challenged enough? Too much? Collaboration and communication are essential components of any instruction, particularly for high-achieving students.

Literacy Solution for Struggling, Proficient & Advanced Readers

“We found that Reading Plus improved the reading fluency not only of struggling readers, but of our top readers who thought they couldn’t get any better. We’ve seen two, three, four grade levels of improvement for most of our students. The reading fluency of our top readers, which through the testing wasn’t as high as it could be, just zoomed in Reading Plus.”

– Principal, Santa Barbara, CA

Want to learn more?

Reading Plus is designed to complement core curriculum by building general academic vocabulary and improving capacity and motivation to engage with and comprehend texts of greater complexity. Visit readingplus.com or click the link below to learn more.

The post Personalized Learning to Support Readers at Every Level appeared first on Reading Plus.

• Evaluation of a district’s support systems
• Attendance policies that help with countering burnout
• Equity needs seen in some districts
• Curriculum frustrations
• Accelerating learning
• How other leaders have harnessed the power of relationships.

Complete form to get instant access to the Spotlight article

The post Spotlight on Supporting Teachers & Students appeared first on Reading Plus.

Fortunately, awareness of dyslexia is rapidly growing. In 2015, the U.S. Department of Education issued a new policy affirming that students with dyslexia, dyscalculia, and dysgraphia are specifically eligible for school support funded through the Individuals with Disabilities Education Act (IDEA).

Today, 43 states now have dyslexia laws, and an increasing number of school districts are increasing diagnostic and instructional services for students with signs of dyslexia. While state mandates are not always fully funded, the fact is that there is strong research supporting specific evidence-based instructional practices that enable dyslexic students to become successful readers and strong academic achievers. Here are eight research based instructional recommendations for students with signs of dyslexia:

8 Research-Based Instructional Recommendations for Students with Signs of Dyslexia

1. Multisensory Learning Modalities

Multisensory learning is a method of learning that includes more than one sense, such as visual, auditory, kinesthetic, and tactile. Because multisensory learning activates multiple parts of the brain, it’s been shown to increase engagement and enhance memory in all learners—but especially those with dyslexic characteristics.

IDA recommends incorporating two or three of the senses into reading instruction to help dyslexic children better understand new information and make the lesson stick.

2. Explicit Instruction

Explicit instruction, as defined by the IDA, is “the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own.”

This student-teacher interaction is critical because very few students have the motivation or confidence to teach themselves, especially if they’re already struggling with dyslexic symptoms.

3. Fluent/Automatic Reading

When a student has achieved adequate reading fluency, that means that they’re able to read text quickly, smoothly, and accurately. When they’re reading aloud, they can place the proper expression and intonation on the words, and they can comprehend what they’re reading without pausing to decode each individual word.

Poor reading fluency is a very common symptom of dyslexia and other reading disabilities; problems with reading fluency can linger even when students’ accuracy in word decoding has been improved through effective phonics intervention.

However, when students switch from oral reading practice to silent reading practice, you can no longer hear these pauses or mispronunciations, so it’s much more difficult to discern whether or not a student is struggling with fluency.

To help dyslexic students develop fluency, the IDA recommends that teachers:

• Interpret fluency assessments accurately to understand each students’ fluency level
• Provide appropriate types and levels of texts for reading instruction
• Encourage students to engage in independent reading practice, and
• Provide structured fluency interventions for students as needed.

4. Vocabulary

Knowledge of word meanings is critical to comprehension. When we read, we recognize words and word families we know. That’s why vocabulary acquisition is an essential element of reading growth.

In fact, cognitive scientists have suggested that vocabulary is one of the greatest predictors of reading comprehension.

As the IDA states, “research supports both explicit, systematic teaching of word meanings and indirect methods of instruction such as those involving inferring meanings of words from sentence context or from word parts.”

5. Morphology

A morpheme is the smallest unit of language that still holds meaning. Morphology, then, is the study of base words, roots, prefixes, and suffixes.

When educators incorporate morphology into reading instruction for students with dyslexic characteristics, they help them more quickly and easily decipher unfamiliar words in a text.

For example, when a student understands that the word expectation means “a belief about the future,” then they can also easily infer the meanings of expected, expectancy, and unexpected.

6. Diagnostic Teaching

Diagnostic teaching is an instructional approach that aims to pinpoint exactly why a particular student is struggling and then provide individualized instruction to meet that student’s needs.

The IDA recommends that educators take both informal (for example, by observing the student in explicit instruction) and formal assessments (for example, by assigning standardized tests) of their students’ needs.

7. Systematic and Cumulative

According to the IDA, effective reading instruction for students with signs of dyslexia is both:

• Systematic, meaning that the reading material is organized in a logical, coherent manner, beginning with the most basic concepts and progressing to more difficult ones; and
• Cumulative, meaning that each step builds upon concepts previously learned.

Rather than allowing students to fall back into less difficult texts or frustrate themselves by moving ahead too quickly, you should structure the lessons in a way that enables students to strengthen their existing skills while developing new ones.

8. Syntax and Semantics

Syntax and semantics deal with the grammatical, mechanical, and sensible structure of language. They are the set of rules and principles that allow us to both convey and decipher meaning in a text.

The IDA recommends that educators include instruction in both syntax and semantics to help students with signs of dyslexia understand the mechanics of language, the relationship between words, and the contextual meaning of texts.

The Evidence-Based Reading Intervention Program for Students with Signs of Dyslexia

Incorporating all eight IDA recommendations into the ELA curriculum can be difficult. Fortunately, research has shown that Reading Plus is effective in meeting the needs of students with various reading needs, including those with signs of dyslexia.

The program is designed to help students establish efficient reading habits that enable them to spend their mental resources on interpreting and appreciating what they read, rather than battling with the mechanics of reading. Key components of the program specifically meet the IDA recommendations.

Additionally, the program helps educators use data to diagnose individual student needs and drive effective literacy instruction for all learners.

The post 8 Research-Based Instructional Recommendations for Students with Signs of Dyslexia appeared first on Reading Plus.

“Educating the mind without educating the heart is no education at all.”  –Aristotle

While the roots of social-emotional learning are decades-old—the Collaborative for Academic, Social, and Emotional Learning (CASEL) was created in 1994 but SEL has its modern origins as early as the 1960s—the level of awareness and urgency to incorporate SEL into classrooms has never been greater than it is today. 

CASEL defines social-emotional learning as “an integral part of education and human development” that can “help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.” In August 2021, the U.S. Department of Education released a “Return to School Roadmap” that cites “supporting students’ social, emotional, and mental health” as one of its three “Landmark” priorities in the 2021-22 school year. 

SEL has also been the topic of many discussions on how best to support students returning to school after months of disrupted learning and remains a priority for schools, even as they also figure out how to accelerate students’ learning.

The role of SEL in today’s classroom is an important one. CASEL provides a comprehensive plan for integrating SEL in the classroom, with an evidence-based SEL program at its core. In the absence of or in support of such a program, educators can still integrate social-emotional learning and promote the development of SEL competencies into their daily classroom instruction. 

The articles below are just a small sample of the information, ideas, and recommendations available to help educators integrate SEL into their schools and classrooms.

How to Embed SEL Into Your Instruction

Article from Edutopia

In this spring 2021 Edutopia article, author Ashley Taplin discusses effective ways to integrate SEL into classroom instruction. Critical to successfully embedding SEL into instruction, explains Taplin, is providing students with the “why” behind social-emotional learning. The result is a more supportive and equitable classroom environment.

25 Simple Ways to Integrate Social-Emotional Learning Throughout the Day

Article from We Are Teachers

Providing a comprehensive yet simple list of ways that teachers can integrate SEL into their classrooms, author Elizabeth Mulvahill focuses on connection, collaboration, and communication as keys to supporting social-emotional learning for students. From check-ins at the start and end of the day to ways to nurture a culture of kindness, Mulvahill reinforces the importance of SEL skills both in and outside of the classroom. 

The above articles provide several practical ideas and suggestions for integrating social-emotional learning into your daily classroom instruction. Your existing curriculum—whether core and supplemental—may also offer resources and tools to support the development of your students’ SEL skills and competencies. 

Learn More about how Reading Plus supports the development of SEL competencies

The post The Important Role of SEL in Today’s Classrooms appeared first on Reading Plus.

For teachers, the responsibilities that accompany the latter two priorities are significant. K-12 teachers have carried a heavy load over the last 18 months. Whether teaching in a remote, hybrid, or in-person model—or any combination of the three—teachers stepped and adjusted their instruction, as needed, to not only teach their students but to be a consistent presence in an uncertain and uneasy time. 

The weight on teachers continues to be a heavy one, and as the new school year begins, what can school administrators do to support teachers’ well-being and help teachers successfully balance meeting students’ social-emotional and academic learning needs?

Addressing Teacher Well-Being

Many articles have highlighted the stress and strain felt by teachers during the last year and a half. These articles raise concerns about teachers’ mental health and provide some ideas for supporting teachers’ well-being so that they can, in turn, support their students. The two articles below offer practical suggestions for supporting teachers’ well-being at school:

4 Ways to Support Teacher Well-Being

Article from ASCD

This spring 2021 article published by ASCD highlights four ideas that schools are using that prioritize educator and staff well-being and capacity to support students:

How to Support Teachers’ Emotional Needs Right Now

Article from Greater Good Magazine

This Greater Good article (originally published by EdSurge in 2020) provides ideas for how administrators can help minimize the anxiety felt by many teachers today. These include:

Supporting Teachers During New Program Implementations

Much has also been discussed about accelerating student learning and achievement after more than a year of disrupted instruction. When thinking about what administrators can do to ensure teachers have the resources and tools they need to help accelerate the learning in their classrooms, here are a few key ideas to consider when providing new programs to teachers:

The weight on teachers has never been greater. In the new school year, schools and districts can make that weight a little lighter by providing educators with the resources to support their emotional well-being as well as the tools to meet their students’ social-emotional needs and accelerate their academic achievement.

The post Look to the Teachers: Ideas to Strengthen and Support Your Teachers This School Year appeared first on Reading Plus.

Discussions of how schools re-engage their students and build back stamina consistently focus on integrating social-emotional learning into schools’ curricula as students return to in-person instruction. Other important topics for back to school include students’ and teachers’ mental health, (re)building connections and relationships, providing opportunities for communication, and ensuring consistency in the classroom. 

The following articles share ideas and suggestions for how schools, administrators, and teachers can welcome students back into the classroom, meet their social, emotional and academic needs, and set them up for a successful school year.

What Students Will Need as the Year Begins

Article from Edutopia

In her recent article, Lori Desautels writes about why and how the emotional and mental health of students and educators should be prioritized for the new school year. She focuses on the importance of connections—between educators, between teachers and students, and among students themselves—and developing classroom cultures that provide consistent routines and activities throughout the day. 

Desautels asks educators to “acknowledge the adversity and trauma students have experienced and find new ways of repairing, leading, teaching, and living life with the emotional, mental, and physiological well-being that is the birthright of every human being.” 

Some practical takeaways from Desautels’ article include:

11 Strategies for Facing This Year’s Classroom Challenges

Article from Education Week

This Education Week article asks the question: What do you think will be some of the challenges for teachers who might be returning to the physical classroom for the first time in a year and a half, and what are your ideas for how they can best handle them? Four educators—including a classroom-based special education teacher, superintendent, instructional coach, and director of curriculum and instruction—share their answers, which highlight the importance of balancing social and emotional learning with academic learning to help students readjust, re-engage, and build back the stamina necessary to learn.

Steps for Collective Well-Being in the New Year

Article from Edutopia

In her article, author Marieke van Woerkom’s back-to-school focus is on rebuilding connections and creating a classroom environment in which all students feel a sense of belonging. With an awareness of the educational inequity that exists in schools, van Woerkom suggests a model of education that “elevates all students” and creates “an environment that supports collective well-being.” 

Her ideas for building these connections and creating these classrooms include:

The post Re-Engaging Students and Building Back Stamina in the New School Year: Perspectives from the Field appeared first on Reading Plus.

The Reading Plus internship program provides a hands-on experience that helps individuals develop the skills they need to be successful in the working world. Our interns handle a variety of tasks within the company, from scheduling social media posts to researching state educational funding opportunities.

Keep reading to meet our summer interns!

The post Meet Our 2021 Summer Interns appeared first on Reading Plus.

The comprehension skill-building packages include:

Skill Practice Worksheets: Worksheets explain the specific comprehension skill and give examples using real texts. Students have the opportunity to apply the lessons they learned with additional text examples and comprehension questions to further their understanding of the skill.

Skill-Based Writing Prompts: Writing prompts extend student skill-building offline using any texts students have read, whether in Reading Plus, a novel, or a news article.

Graphic Organizers: Graphic organizers help students share and process their ideas visually. Choose from skill-based graphic organizers for comparing and contrasting, plot outlining, character analysis, and more.

Get Immediate Access to the Skill-Building Packages

The post Comprehension Skill-Building Packages appeared first on Reading Plus.

As we reflect on the last year, it is important for the Reading Plus team to revisit our commitment to remaining accountable and inclusive—both as an employer and as a trusted literacy edtech solution for school districts. 

Last year, we doubled the Reading Plus content library to include even more engaging diverse texts, with a strong focus on the experiences of BIPOC and others who are traditionally underrepresented in instructional materials, as well as social justice topics.

In addition to taking a public stance on racial injustice, members of our executive team have conducted presentations and webinars on the importance of antiracist curriculum and culturally responsive texts. Additionally, we established our internal Content Diversity Council. Members of the council provide recommendations to the Reading Plus content team to ensure the texts in its library continue to be inclusive and representative of diverse backgrounds and experiences. 

We also formed company-wide partnerships that build on our robust hiring initiatives, creating a pipeline to directly connect with diverse talent. To further promote a diverse, inclusive, and equitable organization, the formation of a D&I Committee is underway.

Reading Plus is a champion of education and literacy, and we will continue to cultivate a company and a product that support the ideals of justice for all. We remain committed to our mission of cultivating an environment that continues supporting students on their path to becoming engaged global citizens.

The post One year later: reflecting on racial injustice, civil unrest, and our accountability appeared first on Reading Plus.

The post Theoretical Framework and Foundational Research appeared first on Reading Plus.