"This is part of the Research-Informed Classroom series and is about the importance of teaching phonics and language development in young children"--

Sixty-five percent of U.S. fourth graders are not proficient readers because their teachers have not been taught how to teach reading using evidence-based methods. Up to 20% of children have dyslexia. Few receive the individualized teaching they need from their schools. To help parents and teachers who want to teach their children using an evidence-based, effective method, Pamela Brookes, the mother of a child with dyslexia, discusses their daily routine as she teaches her daughter to read using the decodable DOG ON A LOG Books series. As the author of DOG ON A LOG Books, Pamela also shares how to choose where in the series to start. She shares how she teaches each of the phonics rules used in the book series along with the reasons for teaching the syllable types and handwriting. Although this booklet is meant to guide parents and teachers using DOG ON A LOG Books, the information can be adapted and applied to any systematic series of decodable books. How to Use Decodable Books to Teach Reading is edited by Dr. Nancy Mather, a professor in learning disabilities, reading, and writing to make sure it follows the scientific research on teaching reading. This edition includes information on Steps 1 to 10 of the DOG ON A LOG phonics rules. Additional steps will be added as the future decodable chapter books are created. All DOG ON A LOG Books follow a structured literacy/Orton-Gillingham based phonics sequence. You can download printable gameboards, flashcards, and other literacy materials at www.dogonalogbooks.com.

Sixty-five percent of U.S. fourth graders are not proficient readers because their teachers have not been taught how to teach reading using evidence-based methods. Up to 20% of children have dyslexia. Few receive the individualized teaching they need from their schools.To help parents and teachers who want to teach their children using an evidence-based, effective method, Pamela Brookes, the mother of a child with dyslexia, discusses their daily routine as she teaches her daughter to read using the decodable DOG ON A LOG Books series. As the author of DOG ON A LOG Books, Pamela also shares how to choose where in the series to start. She shares how she teaches each of the phonics rules used in the book series along with the reasons for teaching the syllable types and handwriting. Although this booklet is meant to guide parents and teachers using DOG ON A LOG Books, the information can be adapted and applied to any systematic series of decodable books.How to Use DOG ON A LOG Books to Teach Reading is edited by Dr. Nancy Mather, a professor in learning disabilities, reading, and writing to make sure it follows the scientific research on teaching reading.This edition includes information on Steps 1 to 10 of the DOG ON A LOG phonics rules. Additional steps will be added as the future decodable chapter books are created.All DOG ON A LOG Books follow a structured literacy/Orton-Gillingham based phonics sequence. You can download printable gameboards, flashcards, and other literacy materials at www (dot) dogonalogbooks (dog) com.

Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning, making it ideal for course use. Readers are invited to respond to reflection questions, design lessons, and start constructing a professional teaching portfolio.

Whether you're a teacher or parent of a struggling reader or a child with dyslexia, you can get help with this book of Orton-Gillingham strategies intended to improve phonetic knowledge and fluency for early readers. Designed as a supplemental text to Teach Reading with Orton-Gillingham but easy to use with any robust phonics programme, this book includes tons of activities for your students to overcome their difficulties with reading. It consists of five units that include decoding and encoding practice using the major tenets of Orton-Gillingham: explicit, systematic, individualised phonics practice with multisensory practice and delivery. Each lesson will offer either letter identification or spelling practice (writing or letter tiles); word cards (small flashcards) for word sorts; and letter, word, or sentence dictation. Also included in each lesson is a teacher's guide, along with helpful tips, verbal/listening activities, and easy-to-follow instructions. Created by literacy speci

Dominic Wyse and Charlotte Hacking present a ground-breaking account of teaching phonics, reading, and writing. Created from a landmark study, new research, new theory, and cutting-edge teacher professional development, this balanced approach to teaching seeks to improve all children’s learning, and therefore life chances. The book dismantles polarised debates about the teaching of phonics and analyses the latest scientific evidence of what really works. It shows, in vivid detail, how phonics, reading, and writing should be taught through the creativity of some of the best authors of books for children. By describing lessons inspired by ‘real books’, it showcases why the new approach is more effective than narrow phonics approaches. The authors call for a paradigm shift in literacy education. The chapters show how and why education policies should be improved on the basis of unique analyses of research evidence from experimental trials and the new theory and model the Double Helix of Reading and Writing. It is a book of hope for the future in the context of powerful elites influencing narrow curricula, narrow pedagogy, and high stakes assessments. The Balancing Act will be of interest to anyone who is invested in young children’s development. It is essential reading for teachers, trainee teachers, lecturers, researchers, and policy makers world-wide who want to improve the teaching of reading and writing in the English language.

This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.