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Can a Curriculum Support the Science of Reading and Science of Learning?

Linda Diamond has dedicated her career to teaching children to read, particularly those with word reading difficulties like dyslexia. A long-time partner of Collaborative Classroom, Linda co-founded the Consortium…

Oct 18, 2021
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Phonological and Phonemic Awareness: How Do We Bridge Research to Practice?

Although I learned about phonological awareness and phonemic awareness during my teacher preparation program, I didn’t truly put this knowledge into practice until I began my career as a special education teacher in the primary grades. I didn’t fully understand the connection between phonological and phonemic awareness skills and students’ reading development.

Oct 7, 2021
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Lesson Structure: What Components Lead to Foundational Skills Mastery?

Margie B. Gillis In our second installment of the blog series Structured Literacy: Unpacking Eight Key Questions for Transforming Reading Instruction and Outcomes for Readers, we’re honored to…

Aug 30, 2021
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Foundational Skills Instruction: Whole Group? Small Group? What’s Best?

When we consider the reality of a class of incoming kindergarteners, we know that some students come struggling to form their letters and are insecure in most of their sounds. Meanwhile, others arrive ready for more complex phonetic and lexical knowledge, having figured out or been taught some of the systems of decoding English. Given the wide variations in students’ literacy development, “one-size-fits-all” phonics instruction is unlikely to succeed.

Aug 12, 2021  |  By Wendy Seger & Marisa Ramirez Stukey
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From Guided Reading to a Structured-Literacy Approach: My Journey as an Educator

Kim Still shares her journey from guided reading to small group instruction with a structured literacy approach. This introduction launches a new blog series, "Structured Literacy: Unpacking 8 Key Questions for Transforming Reading Instruction and Outcomes for Readers."

Jul 20, 2021  |  By Kim Still
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Data-informed Practices for Foundational Skills Instruction: Our Top Five Practices

The challenges of this school year have underscored the need for data-informed instruction to accelerate student learning, as we think about not only intervening, but literally making up for lost time. As we approach the midyear mark, it’s important to pause and consider what data we have now and how we’re using that data to adjust instruction to meet our students’ needs.

Nov 17, 2020  |  By Tamara Williams & Lenora Forsythe
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