LETRS Modules 1, 2, 3, 7

Early Intervention Is Critical: When intervention is delayed, it takes four times as long to intervene in fourth grade as it does in the late kindergarten because of brain development and because of the increase in content for students to learn as they grow older.”
National Institute of Child Health and Human Development

The Science of Reading
by R-I-S-E Arkansas

Work Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach
by Carol Tolman

The Simple View of Reading: Research of Importance to All Educators
by Linda Farrell, Marcia Davidson, Michael Hunter and Tina Osenga

A New Model for Teaching High Frequency Words
by Linda Farrell, Tina Osenga and Michael Hunter

Hard Words: Why aren’t kids being taught to read?
by Emily Hanford

Hard But Important Words About Why So Many Kids Struggle to Read
by Natalie Wexler

Why Are We Still Teaching Reading the Wrong Way?
by Emily Hanford

What is dyslexia? An interview with neuroscientist Guinevere Eden
by Emily Hanford

Why Millions Of Kids Can’t Read, And What Better Teaching Can Do About It
by Emily Hanford

The Need for Research-Based Literacy Professional Development
Voyager Sopris Learning

What are the characteristics of effective literacy instruction?
National Center on Improving Literacy

PA Continuum Stair Steps.png

Pre TOT Training: LETRS Modules 1, 2, 3, 7

Essentials of Assessing, Preventing, and Overcoming reading Difficulties. (Book coming soon. Chapters 1,2,3,4,6,7,8,10,11. Support personnel & SpEd should read 12 and 13 as well).
by David Kilpatrick

Knowledge and Practice Standards for Teachers of Reading
by the International Dyslexia Association

Websites for Additional Resources

During TOT Training: LETRS Modules 1, 2, 3, 7

IDA Fact Sheet: “Dyslexia and the Brain”
by the International Dyslexia Association 

Essentials of Assessing, Preventing, and Overcoming reading Difficulties. (Specific sections TBD).
by David Kilpatrick  

How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization.
by R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker and Louisa C. Moats

After TOT Training: LETRS Modules 1, 2, 3, 7

The Science of Reading and its Educational Implications
by Mark Seidenberg

What Teachers Don’t Know and Why They Aren’t Learning It: Addressing the need for content and pedagogy in teacher education.
by Louisa Moats

Ending the Reading Wars: Reading Acquisition from Novice to Expert
by A. Castles & K. Rastle

Speech to Print: Language Essentials for Teachers, 3rd Edition (Coming in 2019)
by Louisa Moats

Contribution of Phonemic Segmentation Instruction with Letters and Articulation Pictures to Word Reading and Spelling in Beginners.
by L.C. Ehri & N. Boyer

Explaining Individual Differences in Reading: Theory and Evidence (Book coming soon.)
by Susan Brady, David Braze and Carol Fowler

How Spelling Supports Reading and Why It is More Regular and Predictable Than You May Think
by Louisa Moats

The Tolman Hourglass Figure (Videos)

Principal’s Primer

Exploring the 2017 NAEP Reading Results
by the International Reading Association

Master LETRS Rubric (Spreadsheet)
Provided by Pati Montgomery

Essentials of Assessing, Preventing and Overcoming Reading Difficulties (Book)
by David A. Kirkpatrick

Reading in the Brain: The New Science of How We Read (Book)
by Stanislaus Dehaene

Reader, Come Home: The Reading Brain in a Digital World (Book)
by Maryanne Wolf

Literacy Evaluation Tool
(Word Document Provided During November 15, 2018 training)