The literacy brief from the International Literacy Association summarizes key points from research that will help teachers explain phonics to noneducators. The brief includes information about phonics for emerging
readers, phonological awareness, the layers of writing, word study instruction, approaches to teaching phonics, and teaching English learners. The references include research that supports the ideas presented and phonics resources that you can use and share with others.

The science of reading has established that explicit instruction is associated with beneficial outcomes for students and may be the secret sauce of instructional success. In this article, Vaughn and Fletcher examine and explain the five key components of effective explicit instruction. They include: segmenting complex skills into manageable tasks; modeling or thinking aloud to address the important features of the content; promoting successful engagement using faded supports and prompts; providing feedback, and creating purposeful practice opportunities.

A research lab at the University of Massachusetts, Amherst, investigates what good readers do with their eyes

The Science of Reading has identified features of effective instruction that work in combination and are the basis of high-quality reading instruction for all students. This PDF provides an overview and characteristics of each feature of effective reading instruction, including a scope and sequence, systematic instruction, explicit, scaffolded, and differentiated instruction. These evidence-based features work together to form the essentials of reading success.

Formative assessment can be a powerful day-to-day tool for teachers and students. This article discusses formative assessment as an approach to teaching and learning that uses feedback as its centerpiece in a supportive classroom context. Formative assessment is a practice that empowers teachers and students to give their best to enable learning.

A teacher discusses the importance of giving students a choice over what to write about, what to write with, and where to sit when they are writing. When given these choices, students are able to write more, they enjoy it more, and the quality of their writing improves.

This Educator’s Toolbox, developed in Partnership with The Reading League Journal, provides practical ways to incorporate fluency instruction within your classroom.

This educator's Science of Reading toolbox provides strategies for teaching systematic phonics instruction within the classroom, including letter-sound correspondence, regular word reading, and word building.

Estándar de preparación para la universidad y la carrera profesional abordado: K3a. Demostrar conocimientos básicos de correspondencias de sonidos de letras individuales mediante la producción del sonido más frecuente para cada vocal y consonante.

Estándar de preparación para la universidad y la carrera profesional abordado: K3a. Demostrar conocimientos básicos de correspondencias de sonidos de letras individuales mediante la producción del sonido más frecuente para cada vocal y consonante.

The article by Vaughn and Fletcher discusses how a supportive, integrated general and special education system can be implemented within a multi-tiered system of support. Six steps that teachers can implement in their classrooms to support students with reading difficulties or with mild to moderate disabilities or dyslexia are provided.

The National Reading Panel (2000) identified phonemic awareness as one of the pivotal pillars in teaching students to read. Over two decades have passed, and children still experience difficulty with learning to read. This is especially true for many African American students who are more likely not to reach proficiency on literacy measures. This article details key phonological features of African-American English and provides teachers with practical classroom applications for phonemic awareness instruction so all students can demonstrate success.

This video features an extended interview with Tim Shanahan, Ph.D., and includes descriptions of research-based recommendations from the What Works Clearinghouse about how to teach literacy to young students.

The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research-supported and should be the focus of professional development throughout the state. These practices for intensifying literacy instruction apply to those learners with significant and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.

This video shows kindergarten students during an introductory lesson utilizing word sums and matrices. He models adding suffixes including <-s>, <-ed>, and <-ing> to base words from a text.

Reading expert Linda Farrell works with Aiko on a common letter reversal — confusing the letters ‘b’ and ‘d’. Ms. Farrell coaches Aiko to look at the letters during b/d practice and to look at the words while she works with Aiko to read short vowel words accurately.

Reading expert Linda Farrell works with Reese to master the name of every letter. She helps Reese sing the alphabet song clearly and with no mistakes. She teaches him to look carefully at letters as he names them. Ms. Farrell also helps Reese identify every letter of the alphabet accurately, including differentiating between letters that look similar (in Reese’s case, ‘y’ and ‘v’). Learning the name of every letter is a critical pre-reading skill.

Two biliteracy specialists from Amplify, Ana Torres and Alestra Menendez, "discuss the importance of K-8 biliteracy instruction and how the Science of Reading helps to leverage biliteracy learning" (Amplify, 2023).

This video from REL Midwest discusses the most effective evidence-based practices for identifying and assisting struggling readers.