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Linda Hafen
Account Executive, Voyager Sopris Learning
Embracing the Challenge—Teaching K–5 Students to Read
October 29, 2020

Studies that emphasize both classroom instruction and supplemental intervention programs have found that all but two percent to five percent of students can learn basic reading skills in first grade, even in populations where the incidence of poor reading is very high.

  • Literacy
  • Reading Instruction
  • Reading Intervention
  • Science of Reading
Brandi Kenner
Dr. Brandi Kenner
Founder and CEO of Choice-filled Lives Network
Spotlight on Social-Emotional Learning and its Inextricable Tie with Language and Literacy Development
October 22, 2020

Social-Emotional Learning has become a hot topic for education audiences from practitioners to researchers, and even curriculum developers. However, while the social-emotional domain is certainly a critical component of human learning and development, I push the educational and scientific communities to remove the silos and begin to grapple with the inextricable ties between social-emotional learning and other aspects of learning and skill development, particularly in the language and literacy domain.

  • Early Childhood
  • Early Literacy
  • Social-Emotional Literacy
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Leslie Mata
Naval Academy, Primary School
Dyslexia and Structured Literacy: Why I Fell in Love with Phonemic Awareness
October 15, 2020

The Structured Literacy approach has been found to be particularly effective with learners with dyslexia because it focuses on decoding skills, which are critical components of finding success in reading. By emphasizing spelling patterns (instead of specific words), I can lead my students toward using decoding as a strategy, rather than them trying to memorize words by their appearance. It’s true—“Memorization is Not Understanding.”

  • Dyslexia
  • Literacy
  • Structured Literacy
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Leslie Mata
Naval Academy, Primary School
Dyslexia: Overcoming the Challenges of Teaching Reading
October 8, 2020

Teaching reading in any classroom requires a complex set of skills and knowledge. A guided reading program is often used and a teacher must have a highly organized system of meeting with small groups, providing direct instruction when possible, and assessing and engaging in error correction. At the same time must also be working on comprehension skills while keeping students engaged and excited about reading and one can easily agree that while teachers do one of the hardest jobs on Earth, they are often lacking adequate training in how to effectively teach reading.

  • Dyslexia
  • Reading Intervention
Dr. Melissa Orkin
Dr. Melissa Orkin
Developmental Psychologist and Director of Crafting Minds
The RAVE-O Approach: Building Fluency Among Students with Rapid Automatized Naming (RAN) Weaknesses
October 1, 2020

This blog was written to unpack the development of fluency, particularly among struggling readers and those with Rapid Automatized Naming weaknesses. I will highlight recent research that implies fluency results when students simultaneously activate multiple aspects of word knowledge. That means as fluent students encounter words, they initially retrieve information about letters and corresponding sounds, but nearly instantaneously also activate additional aspects of word knowledge like vocabulary, parts of speech, grammar, and morphological information.

  • Fluency
  • Rapid Automatized Naming
  • Reading Instruction
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Voyager Sopris Learning
The Reading, Writing, and Math Intervention Specialist
2020 Alabama Aspiring Teacher Scholarship Winner Wants to Change Lives
September 17, 2020

The 2020 Aspiring Teacher Scholarship was sponsored by LETRS (Language Essentials for Teachers of Reading and Spelling), Voyager Sopris Learning’s landmark professional learning series on the science of reading. Alabama uses LETRS as a key part of its statewide literacy initiative to teach educators the science of reading and give them the skills to teach language and literacy to every student, even those with reading challenges like dyslexia.