This PowerPoint provides an overview of the theoretical models of the Simple View of Reading and Seidenberg's 4 Part Processing System for word recognition to instructional practices to teach words “by sight”. It reviews the connection between phonology and orthography when storing words for automatic retrieval, as well instructional strategies to teach sight words according to science and what has been learned in spelling and vocabulary instruction.

This phonological awareness chart is really helpful with getting teachers to understand the progression and the "WHY.” It reviews word awareness, syllable awareness, onset-rime awareness, and phoneme awareness.

This document reviews the beginning decoding survey, as well as the advanced decoding survey. There is information on an initial assessment for an unlimited number of students and it provides an explanation of how the survey results can be used to group students, and it offers guidance on how to plan effective, efficient instruction.

Throughout this PowerPoint, there is information on theoretical models associated with word recognition, foundational knowledge on phonemic awareness for impacting instructional practices and phonics to impact instructional practices. You will also learn how to practice orthographic mapping for site word recognition.

This PowerPoint goes over how to use the Heggerty Curriculum. There are videos and images included in order to help understand it better.

This article reviews the importance of phonological decoding skills and site word knowledge. There is a discussion of fluent single-word reading and how it is an essential element of reading and comprehending connected text. There is also information on the importance of assessing two key components of single-word reading, phonological decoding, and sight word recognition.

Dyslexia for a Day: A Simulation of Dyslexia is a kit that can be used by individuals or groups of experienced teachers, teacher training candidates, practitioners, immediate and extended family members, or anyone interested in learning more about dyslexia and what those with dyslexia often experience with reading, writing and processing. The kit walks participants through five different simulations: two reading, two writing and one processing simulation.

The Experience Dyslexia kit is used to present simulations to your school or organization. The kit can be used for teacher and parent programs to raise awareness of the struggles of people with dyslexia.

This site explains how phonological awareness and phonics connect to early reading through this 7-part mini-course. There are seven modules broken up into different foundational skills to assist you in teaching literacy. There are ready to use modules, that include PowerPoints, webinars, facilitator's instructions, and hands-on activities with all the necessary resources.

Throughout this article you will learn about phonological awareness and how it is beneficial to students. There is also information on how to decode through phonological awareness and how a teacher can strengthen their students’ skills through language play, rhyming, and building words. Finally, you will learn how to teach phonological awareness properly and with best practices.

The Literacy Planet website provides information on their phonics and site words program. They begin by reviewing why a phonics and site word program is so important and then discuss how it is designed. There is also a review of how the program works, why it is so beneficial to students, and the interactive games that are played with students in order to help them learn.

DOG ON A LOG Pup Books are a two-book, parent-friendly, affordable Roadmap to teaching reading. The set is useful for typical learning kids as well as struggling readers, especially kids with dyslexia. The set has been edited by Nancy Mather, Ph.D. The Roadmap follows a Structured Literacy, Orton-Gillingham-type sequence. This website also offers tons of free printable and activities as well.

International Dyslexia Association infographics help make complex information easy to digest, remember, and share and are made for a wide audience—both those individuals new to dyslexia and related literacy/learning issues and the experts. The infographics and fact sheets are used to raise awareness about dyslexia and to help support the policy and practice changes needed to bring effective instruction (particularly in reading) to every child with dyslexia in every classroom across the nation.

This document reviews reading intervention ideas that touch on phonological awareness, reading readiness skills, phonics, vocabulary, reading fluency, and comprehension. Throughout this document they provide a breakdown of each area and how it is used, as well as programs, strategies, and assessment information.

This infographic from the International Dyslexia Association provides four facts on Dyslexia and how it impacts students in their educational journey.

The Fry Sight Words list is a more modern list of words than the Dolch list, and was extended to capture the most common 1,000 words. Dr. Edward Fry developed this expanded list in the 1950s (and updated it in 1980), based on the most common words to appear in reading materials used in Grades 3-9. Learning all 1,000 words in the Fry list would equip a child to read about 90% of the words in a typical book, newspaper, or website.

This website provides information on dyslexia, how it affects children, numerous articles on its impact, and why we should all care about dyslexia. Think article also includes a forum on Reading and the School to Prison Pipeline in Tennessee. The author discusses an urgency about how our current system is teaching reading and how crucial it is that we ALL engage in this topic.

Jady shows how she has taught her students sight words by introducing 5 sight words a day, 5 sight word sentences and the fun games they play for memorization. This is a multi-sensory process which targets different learning styles and it is a proven method that works.

This webinar is intended to support educators in decision-making positions in schools, districts, and Ministries of Education. Download the presentation at https://www.idaontario.com/previous-w.... Please visit https://www.nancyyoung.ca/ for a larger copy of her Ladder of Reading & Primer. Educators in positions of leadership understand the importance of learning to read. Yet, despite the best efforts of students and teachers, countless students across all grades continue to struggle. Learn why here.

This video is a part of a phonics series on site words. There is an explanation of what site words are, how to teach them, and activities that can be implemented while teaching.

Sight Words are common English words that can't be sounded out, so they have to be memorized. Here are some easy yet effective ideas for using songs, flashcards, and a game to help children learn and recognize sight words.

In this video, Dr. Albert Galaburda discuses his research on developmental dyslexia. Dr. Albert Galaburda received his undergraduate and medical degrees from Boston University, and trained in Medicine under Norman Levinsky and in Neurology under Norman Geschwind, both at the Boston City Hospital (currently the Boston Medical Center).

How do you recognize the sounds of spoken language? How do we take apart the words that we speak? Learn more about this skill and tips to improve phonological awareness in kids.

The Reading League offers a segment on Beyond Blending and Segmenting: Advanced Phonological Awareness. There is information on phonological and phonemic awareness, a research study, daily explicit instruction, assessment, and free resources that are readily available.

After students learn the /k/ sound, they must learn when they should use the letter 'C' or the letter 'K'. This introduction is modeled after IMSE's Cat-Kite poster.

Syllable types and syllable division are tools we give our students to be better readers and spellers. Having this knowledge allows them to unlock multisyllabic words. This presentation will cover both phonological division and morphological division through direct, explicit instruction for teachers and activities for students.

OUR DYSLEXIC CHILDREN began principal photography in 2018. The community-funded, non-profit documentary film runs 44 minutes. In 2010, a group of parents in a suburban school district near Columbus, Ohio discovered their children had something in common - they could not read. They were languishing in a reading intervention program and their dyslexia was not being identified or remediated as is required by federal law under the Individuals with Disabilities Education Act (IDEA). The group banded together to form the grassroots organization, Upper Arlington Kids Identified with Dyslexia (UA-KID). Together they filed a systemic, group complaint with the Ohio Department of Education and the district was found in violation on all three allegations. Then, they formed a partnership with the district and now work shoulder to shoulder to deliver the nationally recognized early literacy program they built together. This film was made to offer a roadmap for parents to advocate on behalf of all children.

In this video, Guinevere Eden, PhD, explains which parts of our brain we use when we read, how our brains change when we learn to read, and the difference that a successful dyslexia intervention can make in brain function. She also highlights what people with dyslexia can do better than their peers. Keep in mind, that kids with thinking and learning differences can thrive and have their own strengths.