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The more that schools are learning about how students learn to read, the more our instruction has shifted to match both the needs of our students and the evidence that decades of research has made clear: students must connect spoken language to the graphemes (letters) on the page to become fluent readers. That means students must be explicitly taught a sound-spelling correspondence, practice reading it, practice spelling it, and read it lots of time in the text. Unfortunately, lots of books we have don't offer students sufficient opportunity to practice that explicit sound-spelling correspondence. Nor do students (especially those who have struggled to learn) feel successful when presented with books that they cannot read or that look like books for much younger students. If we provide a library of controlled, decodable books, then we can offer our striving readers the practice they need as well as confidence as they read chapter books!

About my class

The more that schools are learning about how students learn to read, the more our instruction has shifted to match both the needs of our students and the evidence that decades of research has made clear: students must connect spoken language to the graphemes (letters) on the page to become fluent readers. That means students must be explicitly taught a sound-spelling correspondence, practice reading it, practice spelling it, and read it lots of time in the text. Unfortunately, lots of books we have don't offer students sufficient opportunity to practice that explicit sound-spelling correspondence. Nor do students (especially those who have struggled to learn) feel successful when presented with books that they cannot read or that look like books for much younger students. If we provide a library of controlled, decodable books, then we can offer our striving readers the practice they need as well as confidence as they read chapter books!

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About my class

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