This journal article details the four phases that children move through on their way to becoming confident readers.

Watch Dr. Louisa Moats, reading expert and consultant, demonstrate activities for teaching segmentation and connecting sounds to letters.

This PDF from the National Center on Intensive Intervention provides teachers with a sample intervention lesson for phonological awareness. This lesson will help students recognize and match initial sounds in words.

This infographic shows that phonological awareness is like an umbrella. Rhyming, alliteration, sentence segmentation, syllables, onset and rime, and phonemic awareness all exist under this umbrella, with phonemic awareness being the most advanced skill of phonological awareness.

University of Michigan's Dyslexia Help Center provides samples phonological awareness activities that can be utilized by parents at home.

This resource provides an example of how standards-aligned instruction for reading comprehension can be taught across the continuum of the MTSS framework.

This resource provides an example of how standards-aligned instruction for vocabulary can be taught across the continuum of the MTSS framework.

There are many factors that enhance or undermine comprehension. Comprehension occurs as a consequence of the interaction between the reader, the text that is being read, the specific task the reader is trying to accomplish, and the context or circumstances under which the reading is done. This brief is designed to assist teachers in understanding these factors and in making instructional decisions as they relate to comprehending text.

Many striving readers struggle with sight words. Reading expert Linda Farrell suggests this teaching sequence: first, be sure your child knows all the letter names, then all the letter sounds — and then you can introduce a few short high-frequency words such as was. Choose words that don't have regular phonetic spelling. Words that do have phonetic spelling, such as in, did, and on can be folded into phonics lessons.

Reading expert Linda Farrell sees this often with striving readers, and she shares a simple tip: encourage your child to silently "think" the sounds as he reads the word. Linda also emphasizes how important it is for kids to keep their eyes on the words as they read. This video correlates with video about Calista the first grader, as it explains routine that is used with the student in the video.

This interview with reading expert Linda Farrell is part of the Reading Rockets special series, Looking at Reading Interventions. She talks about best practices to help children who are struggling to read.

In this video, reading expert Linda Farrell helps third grader Xavier master reading accuracy.

Normalmente, es una combinación de aprender, jugar y ver a los amigos. En general, hay muchas cosas que suceden durante la escuela. Una parte importante de lo que sucede en el aula es que se evalúa el aprendizaje de los niños.

This PDF from Reading Rockets shares a routine for teachers to use in order to help students learn to read and spell high-frequency words, particularly those that are irregular.

This resource will help teachers and parents to build children's phonemic awareness. In this activity, the child will name the picture, say and slide counters for each sound, and say the word.

This resource supports parents and teachers in developing children's phonemic awareness. The resource provides a sample script focused on helping children practice identifying the first, middle, and last sounds in a word.

The National Center on Improving Literacy created this infographic, "The Science of Reading: the Basics" to help distinguish between what the Science of Reading is and is not.

Amplify presents Dr. Karen Venditti and Megan Molbert in conversation about bringing the Science of Reading into K-8 Tier 1 literacy instruction. They discuss implementation, deimplementation, and roadblocks. They explain what a knowledge rich curriculum is and proceed to define the pillars of the National Reading Panel's 2000 Report. Key instructional practices are shared within the webinar.

The self-study guide, produced by IES Regional Educational Laboratory Southeast, is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for students in grades K-2. This guide is designed to promote reflection about current strengths and challenges in planning for the implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This self-study guide provides a template for data collection and guiding questions for discussion.