Blog Series
Recent Blog Posts
Julie Klingerman
Dr. Julie Klingerman
National LETRS Trainer
Completing the Puzzle of Assessment: Rapid Automatized Naming and Its Implications for Instruction
August 12, 2020

Assessment can sometimes feel like that pile of puzzle pieces—which ones fit together? How do data fit together to create a comprehensive picture of a school, classroom, or individual student? Much is now known regarding which skills are highly predictive of later reading outcomes, and several excellent tools are available for this purpose. In kindergarten and first grade, timed tasks including letter naming, basic phonemic awareness, and rapid automatized naming (RAN) provide insight into who is at risk and to a certain extent; why.

  • Assessment
  • Literacy
  • RAN
  • Rapid Automatized Naming
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Jessica Kent
Teacher, Local LETRS Trainer
Remote Learning and the Science of Reading
August 6, 2020

The science of reading ... has allowed me to transition from a traditional classroom teacher to a virtual classroom teacher. Anyone can open a reading program and read the scripted text, but what happens when you do not have that reading program? LETRS provides you with the why (science) and the how (science) to teach reading, no program needed. LETRS teaches the science of reading which can be applied to any student, while being based on their individual level.

  • Literacy
  • Professional Development
  • Remote Learning
Wendy Farone, Ph.D.
Dr. Wendy Farone
National Educational Consultant
Middle School: A Return to Learning and Literacy Success
July 29, 2020

After time away from live classroom instruction and what middle schoolers knew as the “norm,” how can we make the transition back to school easier, to engage students in learning immediately, and to effectively create literacy success for all students?

  • Learning Loss
  • middle school
  • Remote Learning
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Sally Valenzuela
Educational Consultant
Five Tips for Writing Your Own Technology-Enhanced Items
June 24, 2020

Writing your own items is one way to gather evidence from students about their knowledge and skills. This evidence can support inferences you make about student learning to help with decisions about the next unit of instruction, placement in learning groups, needs for remediation, and other classroom choices. For writing TEIs, there are some special considerations. Here are five tips to writing your own TEIs.

  • Assessment
  • technology
Claude Goldenberg, PhD
Dr. Claude Goldenberg
Nomellini & Olivier Professor of Education, Emeritus, Graduate School of Education at Stanford University
Is Literacy Instruction for English Learners Different from Literacy Instruction for English Speakers?
June 8, 2020

Learning to read in a language you are simultaneously learning to speak and understand is more complicated than learning to read in a language you already know. This is the challenge faced by millions of English learners (ELs) whose English proficiency is low and school achievement generally poor. What do we know about teaching English learners to read and write and develop as English readers and writers?

  • ELL
  • Literacy
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Jay Connor
Founder and Chief Executive of Learning Ovations, Inc
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Dr. Sarah Siegal
Vice President for Research and Practice at Learning Ovations
What have researchers learned since the 'Science of Reading?’
May 28, 2020

Presentations, webinars, discussions, and blogs about the “Science of Reading” seem to be everywhere these days. These sessions, often with Emily Hanford’s work at the center, cover so much groundbreaking information and generate a lot of empowering conversations, making it all the more exciting to watch the momentum surrounding this topic build. However, these sessions often end with two questions still unanswered in our minds.

  • Literacy
  • Literacy Symposium
  • Science of Reading