Is there research that confirms the efficacy of pseudowords when used during reading instruction, not just for assessment? We explore this question in this blog post—the sixth in our series Structured Literacy: Unpacking Nine Key Topics for Transforming Reading Instruction and Outcomes for Readers.
Sometimes students struggle with examining their lives in the deep and powerful manner it takes to write effective personal narratives. One of my students, Laura, exclaimed in frustration one afternoon, “Mrs. D., you have 50+ years of memories. I only have 11. How can I reflect like you do?”
Dr. Bravo discusses the kinds of instructional strategies and scaffolds that are critical for English learners to gain access to academic content before they are able to speak English fluently.
Hear from Allison Wist, Academic Coordinator for Resurrection-St. Paul School, Howard County, MD, about the school’s implementation of Being a Reader and the growth they are seeing in K–2 readers.
"The amount of SIPPS learning I was able to obtain in one Collaborative Coach cycle had a huge impact on not only me, but also my students."
Our district embarked on a study of the science of reading at about the same time that we discovered SIPPS. We visited a neighboring district that was already implementing SIPPS and seeing great success with students. We were impressed with the way it aligned with our learning about the science of reading.