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Blog Post
From Guided Reading to a Structured-Literacy Approach: My Journey as an Educator

As educators we all want reading instruction that is effective and equitable, reaching every student. But how do we get there? Most (if not all) of us have faced challenges in our learning journeys as teachers of reading. In this blog post—the first in a new series titled “Structured Literacy: Unpacking Eight Key Questions for Transforming Reading Instruction and Outcomes for Readers”—Kim Still shares her journey from guided reading to small-group instruction with a structured-literacy approach.

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Blog Post

When Accelerating Learning, What Matters Most?

Now is the time to ask ourselves: when accelerating learning, what matters most? With an array of student needs to consider, we must be strategic and intentional in our priorities. Therefore, when the goal is accelerating learning, two strands are the most impactful: community building and foundational skills instruction.

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Featured Partner

District Spotlight: Dr. Joseph Villarreal of Harlingen CISD, on Using SIPPS in Grades 6–12

How does SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) address the needs of students in grades 6–12 who are striving readers? In this spotlight, we hear from a Texas district that is using SIPPS on all of their secondary-school campuses. We’re honored to feature Dr. Joseph Villarreal, Assistant Superintendent for Secondary Education for Harlingen Consolidated Independent School District (HCISD) in Harlingen, Texas.

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Interview

A Conversation About the Science of Reading and Early Reading Instruction with Dr. Louisa Moats

Dr. Moats shares her insights about the current discussion of the science of reading, her reflections on the Common Core State Standards for early reading, the types of training that teachers of reading need, and her assessment of how the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program aligns with the research about successful reading instruction.

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Now Available: Being a Reader, Second Edition

Being a Reader is a comprehensive, research-based reading curriculum for grades K–2 that combines systematic, sequential foundational skills instruction and rigorous comprehension work with integrated social-emotional learning.

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Being a Reader
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