Agenda

1
Agenda

• Introductions
• What is Phonemic Awareness?
• Why is it important?
• How do I teach it across the tiers?
• How do I assess it?
• Resources

2
What is Phonemic Awareness?
3
Beginning Reading Core Components-- 5 Big Ideas

• 1. Phonemic Awareness The ability to hear and
  manipulate sound in words.
• 2. The Alphabetic Principle (phonics and
  decoding) The ability to associate sounds with
  letters and use these sounds to read words.
• 3. Fluency The effortless, automatic ability
  to read words in isolation (orthographic reading)
  and connected text.
• 4. Vocabulary Development The ability to
  understand (receptive) and use (expressive) words
  to acquire and convey meaning.
• 5. Reading Comprehension The complex cognitive
  process involving the intentional interaction
  between reader and text to extract meaning.

4
The Science of Reading

• Teaching Reading IS Rocket Science (Moats, 1999)
• MOST READING FAILURE IS PREVENTABLE. The
  evidence suggests that if we employ best
  practices, very few children will experience
  reading failure (Moats, 2003)
• Teaching reading is a job for an expert.
• The majority of teachers underestimate the depth
  of preparation and practice needed

5
Complex Alphabetic Code
6
What Makes a Big Idea a Big Idea?

• A Big Idea is
• Predictive of reading acquisition and later
  reading achievement.
• Something we can do something about, i.e.,
  something we can teach.
• Something that improves outcomes for children
  if/when we teach it.

7
The Science of Reading
8
References

• Adams, M.J. (1990). Beginning to read Thinking
  and learning about print.
• McCardle, P. (2004). The voice of evidence in
  reading research. Baltimore, MD Brookes.
• National Reading Panel (2000). Teaching children
  to read An evidence-based assessment of the
  scientific research literature on reading and its
  implications for reading instruction.
  Washington, DC National Institute of Child
  Health and Human Development.
• National Research Council (1998). Preventing
  reading difficulties in young children,
  (Committee on the Prevention of Reading
  Difficulties in Young Children C.E. Snow, M.S.
  Burns, and P. Griffin, Eds.) Washington, DC
  National Academy Press.
• Shaywitz, S. (2003). Overcoming dyslexia A
  new and complete science-based program for
  reading problems at any level. New York, NY
  Alfred A. Knopf.

9
A Great Place to Start

• www.nationalreadingpanel.org
• One of the more recent and most rigorous reviews
  of the research.
• Reflects 30 years of government funded and
  privately funded research, tens of thousands of
  subjects, and hundreds of scientist of various
  disciplines have worked to produce hundreds of
  well designed studies, the results of which have
  converged on major findings that are well
  accepted by reading scholars (Moats, 2003 p. 110)

10
Focus on Big Ideas

• Phonemic Awareness
• The awareness and understanding of the
  sound structure of our language.

• Understanding that spoken words are
  made up of sequences of individual speech
  sounds
• cat is composed of the sounds /k/
  /a/ /t/

- Slide taken from the DIBELS Essential
Workshop Dynamic Measurement Group
11
Phonemic Awareness

• Is phonemic awareness the same thing as
  phonological awareness?
• Is phonemic awareness the same thing as phonics?

If you can do it with your eyes closed, it is
phonemic awareness!
- Slide taken from the DIBELS Essential
Workshop Dynamic Measurement Group, 2006
12
Some Vocabulary

• Phonetics the inventory of speech sounds
• Phonology the use of phonemes in words
• Phonics sound-symbol associations
• Orthography the spelling system
• Morphology the meaningful parts of words
• Semantics word or phrase meanings
• Syntax the rules of sentence structure
• Pragmatics the rules of social language use
  and the organization of discourse

13
The Ph Words

• Phonetics
• Phonemic awareness
• Phonological Awareness
• Phonics

The common root, phon, pertains to speech sounds.
14
Phonological Awareness Development Continuum
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
15
Examples of phonological awareness skills

• Sound and Word discrimination What word
  doesn't belong with the others "cat", "mat",
  "bat", "ran"? "ran"
• Rhyming What word rhymes with "cat"? bat
• Syllable splitting The onset of "cat" is /k/,
  the rime is /at/.
• Blending What word is made up of the sounds
  /k/ /a/ /t/? "cat"
• Phonemic segmentation What are the sounds in
  "cat"? /k/ /a/ /t/
• Phoneme deletion What is "cat" without the
  /k/? "at"
• Phoneme manipulation What word would you have
  if you changed the /t/ in cat to an /n/? "can"

Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
16
Exercise Your Phonological Skill

• 1. Syllable counting
• 2. Rhyme recognition
• 3. Word pronunciation
• 4. Odd word out
• 5. Phoneme matching

• 6. Initial phoneme isolation
• 7. Phoneme blending
• 8. Phoneme segmentation
• 9. Phoneme deletion
• 10. Phoneme sequence identification

17
Why is Phonological Awareness so Important in
Preschool and Kindergarten?
18
Why PA Is So Important

• "One of the most compelling and well-established
  findings in the research on beginning reading is
  the important relationship between phonemic
  awareness and reading acquisition." (Kame'enui,
  et. al., 1997)
• "The best predictor of reading difficulty in
  kindergarten or first grade is the inability to
  segment words and syllables into constituent
  sound units (phonemic awareness)" (Lyon, 1995).

Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
19
Why PA Is So Important

• The National Reading Panel concluded that
• . . . teaching children to manipulate
  phonemesin words was highly effective under a
  variety of teaching conditions with a variety of
  learners across a range of grade and age levels
  and that teaching phoneme awareness (PA) to
  children significantly improves their reading
  more than instruction that lacks any attention to
  PA.

20
Phonological Awareness

• Children who begin school with little
  phonological awareness have trouble acquiring
  alphabetic coding skills and thus have difficulty
  recognizing words.
• - Stanovich, 2000, p. 393

21
Importance of PA--Starting in Preschool

• Children who are particularly likely to have
  difficulty learning to read in the primary grades
  are those who begin school with less prior
  knowledge and skill in certain domain, most
  notably letter knowledge, phonological
  sensitivity, familiarity with the basic purposes
  and mechanisms of reading, and language ability.
• National Research Council (1998 p. 137)

22
Phonological Awareness and the Ohio Standards

• Early Learning Content Standards
• Phonological and Phonemic Awareness
• 1. Identify matching sounds and recognize rhymes
  in familiar stories, poems, songs and words
• 2. Hear sounds in words by isolating the
  syllables of a word using snapping, clapping, or
  rhythmic movement
• 3. Differentiate between sounds that are the same
  and different
• Academic Content Standards K-12 English Language
  Arts

23
Phonological and Phonemic Awareness and the Ohio
Standards

• Academic Content Standards K-12 English Language
  Arts Grade Level Indicators
• Kindergarten
• Identify and complete rhyming words and patterns
• Distinguish the number of syllables in words by
  using rhythmic clapping, snapping, or counting
• Hear and say the separate phonemes in words

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How do I teach Phonological Awareness across the
Tiers?How do I assess Phonological Awareness
across the Tiers?
25
Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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Development of PA begins in Preschool

• Development of phonological awareness plays a
  critical role in learning to read and development
  typically begins by around age 3 and improves
  gradually over many years.
• Studies demonstrate that PA skills can be
  taught in preschool and when taught have a
  significant impact on childrens skills.
• Brady et al. 1994, Byrne and Fielding-Barnsley,
  1995, Abecedarian Project, Wallach Wallach,
  1979

27
Phonological Awareness Is Teachable

• Opportunities to play with language result in the
  development of phonological awareness (Bryant,
  Bradley, Maclean, Crossland, 1989 Yopp, 1992)
• Adults can create opportunities for children to
  learn phonological awareness (Byrne
  Fielding-Barnsley, 1991 Lundberg, Frost,
  Peterson, 1988)

28
Phonological Awareness Development Continuum
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
29
PA Benchmarks Between Ages 49
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General PrinciplesTeaching PA

• Brief 1015 minutes, distributed, frequent
  lessons.
• Two to three activities within a lesson.
• Gradually move through the developmental
  progression of task difficulty.
• Know where your students are and progress
• gradually to more difficult tasks
• Oral production of sounds and words is critical.

31
General PrinciplesTeaching PA

• Use manipulatives fingers, body movements,
  tangibles, etc.
• Model, lead, observe (I do one, we do one, you
  do one!).
• Give immediate corrective feedback.
• Make sure you get to segmenting and blending
  activities!!!
• Transition to letters as appropriate.

32
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
33
Phonological Awareness in Tier 1

• During small group time--differentiated
  instruction
• Systematic and explicit instruction
• Brief (not the whole small group time)
• Creating a Classroom Environment that Supports
  Phonological Awareness
• Reinforce through books, songs, games, and
  stories
• Teaching families about the importance of
  phonological awareness and things they can do at
  home.

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Differentiated Small Group Instruction

• Skill based groups
• Phonological Instruction is brief part of the
  group time
• Focus on 1 or 2 PA skills at a time
• Mastery criteria to move on
• Use of effective instructional techniques
• Explicit Systematic Instruction
• Explicit does not mean drill-like activities, but
  rather engaging, meaningful, fun activities that
  help children actively attend to the phonological
  structure of language
• Systematic Following a clear scope and sequence
  where you move on to developmentally more
  difficult tasks as children are ready.

35
Creating a Classroom Environment That Supports
Phonological Awareness

• Storybook Reading
• Choose books that contain rhyming words,
  alliteration, alphabet
• While reading try having the children
• Clap syllables of new words
• Insert rhyming words
• Insert repetitions (e.g., Trip, Trap, Trip,
  Trap in Three Billy Goats Gruff)

36
Creating a Classroom Environment That Supports
Phonological Awareness

• Nursery Rhymes, Jingles, Poems, Finger Plays
• Have a conversation about how words sound the
  same what it means for words to rhyme
• Select poems rhymes that actually do contain
  rhyming words (e.g., This Little Piggy DOES NOT
  contain true rhymes)
• Select poems rhymes with the rhyming words in
  close proximity (e.g., One, two, buckle my shoe)

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Creating a Classroom Environment That Supports
Phonological Awareness

• Other Natural Opportunities
• Circle time activities (e.g., weather what
  rhymes with rain?)
• Children hear the names of their classmates
  frequently play games with names (e.g., have
  children pretend all of their names begin with
  /b/)
• Pay attention to conversation during centers and
  use all opportunities to point out rhymes,
  beginning sounds, etc.
• Try to do rhyming activities orally because
  writing words that sound the same, but look
  different can be confusing to children

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What Does Phonological Awareness Look Like in
Preschool and Kindergarten?

• FUN!!!
• Poems, songs, and nursery rhymes
• Language awareness games
• Rhythmic activities
• Phonological games and activities structured by
  the teacher
• Patterned and other predictable texts

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Assessing Phonological Awareness--Tier 1

• Assessing your curriculum and instructional
  practices.
• Assessing your students.

40
Tools For Analyzing Tier 1 Supports for
Phonological Awareness

• Curriculum Maps
• Consumers Guides for Core and Supplemental
  Programs
• PET
• Your DIBELS Data

41
Curriculum Maps

• Phonemic awareness skills can be taught in a
  particular sequence that maximizes student
  understanding and instructional efficiency.
  Phonemic awareness is only taught in kindergarten
  and first grade. By the end of first grade,
  students should have a firm grasp of phonemic
  awareness.
• Curriculum maps list specific skills that relate
  to each big idea. Each skill can be taught during
  at an optimal time during the school year.

Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
42
(No Transcript)
43
Consumers Guidehttp//reading.uoregon.edu/append
ices/resources.php

• Consumer's Guide to Evaluating a Core Reading
  Program Grades K - 3 A Critical Elements
  Analysis.

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Examining Program Content

• The Consumers Guide provides a common metric
  for evaluating
• Scope of review and prioritization of skills
• Quality and nature of the delivery of instruction

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Examining Scope of Review Prioritization

• The reading programs scope and sequence should
  provide evidence of breadth and depth of coverage
  on essential skills.
• High Priority Items in Kindergarten

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High Priority Items Grade 1 Phonics Instruction
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Planning Evaluation Toolhttp//reading.uoregon.
edu/appendices/resources.php

• The Planning and Evaluation Tool (PET) is
  designed to help schools take stock of their
  strengths and areas of improvement in developing
  a schoolwide beginning reading plan.
• The items and criteria in the PET represent the
  ideal conditions and total to 100 points.
• Score should reflect how you are currently doing
  as a school in your instructional practices. This
  tool is designed to assist in your planning and
  implementation.

PET
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7 Elements of the PET

• Goals/Objectives/Priorities
• Assessment
• Instructional Programs and Materials
• Instructional Time
• Differentiated Instruction/Grouping/Scheduling
• Administration/Organization/Communication
• Professional Development

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PET-R Sample
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Example RB Programs for Teaching PA

• Phonemic Awareness in Young Children
• Ladders to Literacy
• Road to the Code
• Both can be done in whole group, small group,
  transition times, or individually.
• Could be used in Tier 1 or Tier 2

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Finding Research Based Phonological Awareness
Programs

• Think about the match with your core, ease of
  implementation, cost, research base, skills
  targeted
• Oregon Reading First http//oregonreadingfirst.u
  oregon.edu
• Consumer's Guide to Reviewing Core and
  Supplemental Programs
• Review of many programs
• Florida Center for Reading Research
  www.fcrr.org
• Reviews a number of programs
• Look at the research base carefully!

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Phonological Awareness in Young Children (PAYC)

• Authors Adams, Foorman, Lundber, Beeler (1998)
• Who is it for? Intended for use with
  kindergarten, 1st grade, and special education
  children
• Publisher Brookes
• Cost 24.95 (plus cost of various materials)
• Program supplemental reading and language
  curriculum to complement any pre-reading program
• Suggestions for kindergarten (8 months, 15
  minutes per day) and 1st grade (8 weeks, 12
  minutes per day) classroom schedules
• Fun activities and game based lessons for the
  whole group or a small group

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PAYC

• What is taught
• 1. Oral language skills
• 2. Print awareness skills
• 3. Phonological awareness skills rhyming,
  beginning and ending sounds, segmenting, and
  blending
• 4. Letter sound correspondence
• Nice features
• Easy to pick up and do
• Whole class and small group
• Fun and engaging activities
• Not so nice features
• Effective instructional components not build in
• Requires a strong instructor.

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Ladders to Literacy PreschoolLadders to Literacy
Kindergarten

• Authors OConnor, Notari-Syverson, Vadasy
  (1998)
• Who is it for? Intended for use with PreK,
  kindergarten, 1st grade, and special education
  children.
• Publisher Brookes
• Cost 50 (plus cost of various materials)
• Program also a supplemental reading and
  language curriculum to complement any pre-reading
  program
• Suggestions for kindergarten and 1st grade
  (classroom schedules
• Fun activities and game based lessons for the
  whole group or a small group

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Ladders to Literacy

• What is Taught
• 1. Oral Language Skill
• 2. Print Awareness Skills
• 3. Phonological Awareness Skills Rhyming,
  Beginning and Ending Sounds, Segmenting, and
  Blending
• Nice Features
• Easy to pick up and do
• Whole class and small group
• Fun and engaging activities
• Inclusive
• Suggestions for providing different levels of
  assistance for children with different needs.
• Suggestions for home activities
• Not So Nice Features
• Effective instructional components not build in
• Requires a strong instructor

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Road to the Code

• Authors Blachman, Ball, Black, Tangel (2000)
• Who is it for? Intended for use with
  Kindergarten, 1st Grade, Special Education
  children who are not yet reading
• Publisher Brookes
• Cost 50 (plus cost of making materials)
• Prerequisite Skills Needed
• Instruction begins with segmenting at the phoneme
  level. Authors suggest children need to be able
  to segment sentences into words, words into
  syllables, and other easier PA skills
• Program
• Small group
• 11 weeks with 4, 15-20 minute lessons per week

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Road to the Code

• Each lesson has 3 parts Say-It-and-Move-It,
  Letter Name and Sound Instruction, PA Practice
• Skills Taught
• Phonological Awareness (rhyme, segmenting,
  blending)
• Letter Names and Sounds
• Sounding out simple words
• Nice Features
• Clear sequence of activities
• Scripted to include effective instruction
• Lots of review and practice of skills
• Good for children who need more intensive
  instruction
• Overall, fun/engaging activities
• Not So Nice Features
• Teaches segmenting using one activity over and
  overkids got tired of it!
• Does not teach early PA skills

58
Assessing Your Students

• Adopting a school-wide assessment system.
• Using curriculum based assessments.
• Using data to guide instructional decision making.

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A Schoolwide Assessment System

• Reliable and valid indicators of skills highly
  associated with early reading success
• Provide vital signs of growth and development
• Sensitive to small changes over time
• Simple, quick, cost effective measures that are
  easily repeatable for continuous progress
  monitoring

60
Why DIBELS?

• Research-based (what does this mean?)
• Efficient
• Looks at growth across time, lets you know
  quickly if something is or is not working
• Relates to our standards and high-stakes tests
• Data-based decision making
• Powerful

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How DIBELS Assesses PA

• Kindergarten
• ISF
• PSF

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Benchmark Assessment - Kindergarten

• Benchmark assessment materials are organized to
  provide 3 direct measures of phonological
  awareness per year for all children. Typical
  Assessment Schedule
• Beginning ISF in September, October, or November
• Middle ISF and PSF in December, January, or
  February
• End PSF in March, April, May, or June

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ISF Target Age Range

• Initial Sound Fluency works well for most
  4-year-old children through the middle of
  kindergarten. It may be appropriate for
  monitoring the progress of older children with
  low phonological awareness skills. The benchmark
  goal is 25 to 35 in the middle of kindergarten.
  Below 10 in the middle of kindergarten is
  indicates need for intensive instructional
  support.

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Demo

• This is a mouse, flowers, pillow, letters (point
  to each picture while saying its name).
• Mouse begins with the sound /m/ (point to the
  mouse). Listen /m/, mouse. Which one begins
  with the sounds /fl/?

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PSF Target Age Range

• Phoneme Segmentation Fluency works well for most
  children from winter of kindergarten through
  spring of first grade. It may be appropriate for
  monitoring the progress of older children with
  low phonological awareness skills.
• The benchmark goal is 35 to 45 correct phonemes
  per minute in the spring of kindergarten and fall
  of first grade. Students scoring below 10 in the
  spring of kindergarten and fall of first grade
  may need intensive instructional support to
  achieve benchmark goals.

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Verbal Directions

• 1. Place examiner probe on clipboard and position
  so that student cannot see what you record.
• 2. Say these specific directions to the student
• I am going to say a word. After I say it, you
  tell me all the sounds in the word. So, if I
  say, Sam, you would say /s/ /a/ /m/. Lets try
  one. (one second pause) Tell me the sounds in
  mop.
• "OK. Here is your first word."

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Using Data to Guide Instructional Decision Making

• Making Decisions About
• Effectiveness of curriculum and instruction
• Are we getting 80 of our students to benchmarks?
• DIBELS Summary of Effectiveness Report
• Creation of small groups
• Who needs what skills?
• Movement in the curriculum
• Curriculum mastery or need for review
• Need for Tier 2 Supports
• Who needs additional supports?
• What type of supports?
• What skills are needed?

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Tier II Targeted Interventions

• Who receives targeted interventions?
• Students who are not making sufficient progress
  with core instruction and are at risk for not
  reaching future benchmarks
• Characteristics of targeted interventions
• Explicit and systematic instruction in specific
  skill(s) using scientifically-based program
• Implemented in flexible, homogeneous small groups
• In addition to core instruction
• Increased progress monitoring to determine if the
  intervention is effective, needs to be modified,
  faded
• Decision rules regarding when to fad support and
  when to increase support (Tier 3)

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Kindergarten Students Initial Sound Fluency
Weekly Progress Monitoring Graph
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Tier II Intervention Structures

• Automatic system set up
• Additional services should compliment/support
  classroom instructioncoordination of services is
  KEY!
• Provided in an inclusive manner
• Training of persons implementing the intervention
  and plan for support
• Consistent implementation
• Frequency of implementation
• Fidelity of implementation
• Consistent and reliable progress monitoring that
  is graphed with student
• Communication with family

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Defining Intervention

• Interventions are intended to bring students up
  to level as fast as possible by providing
  thorough coverage of the component(s) of reading
  identified as below level.
• Interventions should be research-based and
  provide increased opportunities for modeling,
  practice, and feedback.

72
Tier 2 Interventions for Phonological Awareness

• Might be the only piece that is needed, might be
  one of many pieces that is needed.
• PA is still done in brief, explicit, and
  systematic instruction and focuses on the skills
  the child needs.

73
Decision Rules ExamplesKindergarten

• All students at-risk for a particular skill
  data validation phase and possible daily
  intervention group assignment. Progress Monitored
  once a week.
• All students some-risk for a particular skill
  consideration for possible daily intervention
  group assignment OR bi-weekly intervention
  assignment OR PALS Tier 1. Progress monitored
  once a week - once a month.
• Tier 2 Intervention Groups (beginning of KG)
• Vocabulary Letters (2) --10 minutes
• Vocabulary PA (3) --15 minutes
• Vocabulary PA Letters (4)
• How could a teacher manage this in a class of 22?!

74
Making Sure Tier 2 Supports are Appropriate,
Strong, and Documented

• Appropriate
• Tier 1 Supports are in place (Research Based Core
  appropriately Supplemented)
• Tier 2 Supports are connected to the core,
  addressing this childs skill needs,
  research-based, inclusive, culturally responsive,
  done by trained educators
• Strong
• Done Frequently (Planned and Implemented)
• Plans
• Attendance of Child and Instructor
• Done with Integrity
• Includes Progress Monitoring
• Frequency of data collection
• Correct datainstructional level
• Documentation
• How do you know intervention was done?
  (INTERVENTION REPORT)
• How do you know what progress the child made?
  (GRAPH)
• See Examples of Paperwork

75
Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
76
Tier 2 Decision Rules

• When children met their goals across 2
  consecutive assessment sessions, a team (teacher,
  parent, possibly others involved) met to decide
  if the child would move out of Tier 2 or if
  continued support was needed.
• If childs data was consistently below aim line
  (3 point rule used) child may move to Tier 3.

77
Tier III Individualized, Intensive Intervention

• Who receives intensive interventions?
• Students who do not make adequate progress with
  targeted supports
• Characteristics of intensive interventions
• Instruction includes systematic, explicit
  instruction using scientifically-based programs
  and strategies
• Increased opportunities to practice through
  increased time and/or decreased group size
• More frequent progress monitoring
• Highly skilled interventionists

78
Tier 3 Individual Collaborative Problem Solving

• Use of the Collaborative Problem Solving
  Research Based 5 step process (written down) for
  individual child.
• The Team is created around the child based on who
  is involved and the concerns that are seen.
  Parent and Childs teacher are always on the
  team.
• PA may be the only concern, or one of many.

79
Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
80
Where Do Children with Special Needs Fit In?

• Everywhere!
• Involved in all Tiers
• Inclusion is part of the model
• Prevents unnecessary special education placement,
  uses intervention data to guide decision-making
  (before and during special education placement)
• Gives teachers the tools to make it work

81
Web Resources

• www.reading.uoregon.edu The BIG Ideas in
  Beginning Reading
• www.interventioncentral.org Intervention Central
• http//oregonreadingfirst.uoregon.edu Oregon
  Reading First
• www.fcrr.org Florida Center for Reading Research
• www.swoserrc.org Southwest Ohio Special Education
  Regional Resource Center
• www.whatworks.ed.gov What Works Clearinghouse
• www.texasreading.org Texas Center for Reading
  and Language Arts

82
Additional Key References

• Armbruster, B.B., Lehr,F, Osborn, J. (2001)
  Putting Reading First The Research Building
  Blocks for Teaching Children to Read. Jessup, MD
  National Institute for Literacy.
• Baker, S. K., Simmons, D. C., Kameenui, E.J.
  (1998). Vocabulary Acquisition Research Bases.
  In D. C. Simmons E. J. Kameenui (Eds.) What
  Research Tells Us About Children With Diverse
  Learning Needs (pp. 183-218). Mahwah, NJ
  Lawrence Erlbaum Associates
• Implementing the Prekindergarten Curriculum
  Guidelines for Language and Early Literacy Part
  2 Early Literacy. (2004) Retrieved from Texas
  Center for Reading and Language Arts
  www.texasreading.org
• Moats, L. (2003) LETERS Language Essentials
  for Teachers of Reading and Spelling Longmont,
  CO Sopris West.
• National Reading Panel (2000). Teaching
  Children to Read An Evidence-Based Assessment of
  the Scientific Research Literature on Reading and
  Its Implications for Reading Instruction. Reports
  of the subgroup. Bethesda, MD National Institute
  of Child Health and Human Development, National
  Institutes of Health.
• Vaughn, S. Linan-Thompson, S. (2004)
  Research-Based Methods of Reading Instruction
  Grades K-3. Alexandria, VA Association for
  Supervision and Curriculum Development.

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How to Contact Me

• Amy Murdoch murdoch_a_at_swoserrc.org