SAReads connects leading literacy research with Bexar County public schools to produce systems of reading excellence for all children.

"There is remarkable consensus about the basic theory of how reading works and the causes of reading successes and failures."  Mark Seidenberg

The Gap Between The Science On Kids And Reading, And How It Is Taught, NPR, February 12, 2018

A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers.

Ending the Reading Wars: Reading Acquisition From Novice to Expert, Psychological Science in the Public Interest, 2018

"We commenced this review by asking why the reading wars have continued. Despite extensive scientific evidence, accumulated over decades, for the centrality of alphabetic decoding skills as a foundation of learning to read, there remains resistance to using phonics instruction methods in the classroom. We suggested that two factors may have contributed to this resistance. First, limited knowledge about the nature of writing systems among many practitioners means that they are not equipped to understand why phonics works for alphabetic systems. Second, practitioners know that there is more to reading than alphabetic skills, but a full presentation of the scientific evidence in relation to these more advanced aspects of reading acquisition in a public interest forum has been lacking; as a result, calls for a greater focus on phonics instruction can seem unbalanced."

Segregation, Race & Social Inequality

The 30 Million Word Gap by Ashlin Orr, Rice's Suzanne M. Glasscock School of Continuing Studies

America's Most Economically Segregated Cities by Richard Florida, Citylab February 23, 2015

San Antonio's School Inequity Rooted in City's History of Segregation by Daniel Kleifgen, The Rivard Report 30 July 2016 

Social Relations Spatially Fixed: Construction and Maintenance of School Districts in San Antonio, Texas by Christine M. Drennon, Geographical Review October 2006

How do we solve stubborn segregation in schools? PBS Newshour January 7, 2016

State of Texas Children 2016 - Race and Equity in San Antonio by Center for Public Policy Priorities - Kids Count Project

The Changing Face of Houston and America by Stephen Klineberg, Rice Kinder Institute for Urban Research February 2015

U.S. Government Accountability Office K-12 Education Report The percentage of K-12 public schools in the United States with students who are poor and are mostly Black or Hispanic is growing and these schools share a number of challenging characteristics. April 2016

Teacher Professional Development

The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development by TNTP August 4, 2015

Teaching the Teachers by The Center for Public Education September 2013

Literacy Research & Resources

Whole-Language High Jinks: How to Tell When "Scientifically-Based Reading Research" Isn't by Dr. Louisa Moats

Online Teacher Reading Academies (OTRA)

English Learner Institute for Teaching and Excellence: Project ELITE - Teachers' Read-Aloud Routine for Building Vocabulary and Comprehension Skills

The Importance of "Teacher Talk" in Advancing Literacy Rates by Dr. Nonie K. Leseaux, Harvard Graduate School of Education

Lead for Literacy: One-page memos that guide effective intervention policies, practices, solutions and common pitfalls

Turning the Page: Refocusing Massachusetts for Reading Success by Dr. Nonie K. Lesaux

Texas Interagency Literacy Council Report by Texas Workforce Commission November 2012

Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction by National Reading Panel February 2000

Implementing Research-based Reading Instruction in High Poverty Schools: Lessons Learned from a Five-year Research Program by Dr. Louisa Moats

Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension by Dr. Dennis S. Davis, Dr. Becky Huang & Dr. Tanisha Yi

Pre-Service Teachers

Landscapes in Teacher Prep 2016 By National Council on Teacher Quality (NCTQ)

Teacher Prep Review 2018 By National Council on Teacher Quality (NCTQ)

Experiential Learning and Literacy by Dr. Ramona T. Pittman & Dr. Theresa G. Dorel

Peter Effect in the Preparation of Reading Teachers by Emily Binks-Cantrell, Erin K. Washburn, R. Malatesha Joshi, and Martha Hougen

Reports Prepared for Literacy San Antonio while a signature project of the Junior League of San Antonio, Inc.

Literacy Needs Assessment for Greater San Antonio
Prepared by: Literacy Powerline, 2008

Literacy Services in San Antonio
Prepared by: Literacy Powerline, 2008

Related Books

Language at the Speed of Sight: How we read, why so many can't, and what can be done about it, by Mark Seidenberg, 2017

How the Brain Learns to Read, by David Sousa, 2014

Related Videos

Dr. Louisa Moats expressing concern for educational platitudes that misunderstand the fundamental importance of learning to read well. To view a higher quality version of this video or to embed it in your site go to:
Anchorage, Alaska January 2016.
In accepting the 2014 Eminent Researcher Award from Learning Difficulties Australia, Dr Louisa Moats talked about the need for a coordinated campaign to ensure that schools adopt what science tells us is the best and most successful way to teach reading.

Pedro Noguera is the Executive Director of the Metropolitan Center for Urban Education at NYU, and one of America's most important voices on urban public education systems.

Dr. Louisa Moats on the relationship between teacher knowledge, instructional programs, and implementation of best teaching practices.