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Harness the Science of Reading with Digital Tools

by | Mar 20, 2024 | ETS Instructors

The term “Science of Reading” has gained a lot of momentum over the last few years. The educational market has been flooded with “SOR” tools, resources, books, and programs, but as educators, we have a responsibility to ourselves and to our students to fully understand the research behind SOR and choose resources to use that are safe, ethical, and effective. In our course Science of Reading: Harnessing Research-driven Digital Tools, participants will learn about the foundations of Science of Reading, and explore reliable resources, tools, and activities that can be immediately implemented in the classroom. 

You’ll learn strategies to support these foundational Science of Reading concepts:

  • Phonemic Awareness: The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Teachers should incorporate activities that develop phonemic awareness, such as phoneme segmentation and blending, into their instruction.
  • Phonics: Instruction that teaches the relationship between letters and sounds, enabling students to decode words accurately. It’s essential to teach phonics systematically and explicitly, starting with basic letter-sound correspondences and progressing to more complex patterns.
  • Fluency: The ability to read with accuracy, speed, and expression. Fluent readers can recognize words automatically, freeing up cognitive resources for comprehension. Teachers can support fluency development through repeated reading, modeling fluent reading, and providing opportunities for oral reading practice.
  • Vocabulary: A rich vocabulary is essential for comprehension and academic success. Teachers should explicitly teach vocabulary words, provide opportunities for meaningful encounters with words in context, and encourage word learning strategies such as using context clues and word analysis skills.
  • Comprehension Strategies: The ultimate goal of reading. Effective readers use comprehension strategies such as predicting, summarizing, making connections, and questioning to understand and engage with text. Teachers should explicitly teach these strategies and provide opportunities for students to apply them independently.

A recent course participant stated:

“The resources provided are very beneficial. I learned that only 57 percent of adults can perform moderately challenging literacy activities, such as understanding the last sentence. This made me reflect on my own students and where I can project they will be in the next 5-10 years. I feel like I am more confident in the “why” learning to read is so important and how it relates to other areas of learning in school. And I can relate more to students, knowing now that those reading connections are not something we are born with.”

Register for this course today!Science of Reading: Harnessing Research-driven Digital Tools

Utilize one of our promotional codes for a tuition discount!

  • All current registrations receive 10% off tuition with code: spring24
  • First time customers receive 50% off tuition with code: 50edtech2024
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