{"id":2018,"date":"2024-01-31T09:09:38","date_gmt":"2024-01-31T15:09:38","guid":{"rendered":"https:\/\/wp.qa.learningally.org\/?page_id=2018"},"modified":"2025-04-07T08:23:02","modified_gmt":"2025-04-07T12:23:02","slug":"science-based-reading","status":"publish","type":"page","link":"https:\/\/st-learningally.org\/solutions-for-school\/science-based-reading","title":{"rendered":"Science of Reading"},"content":{"rendered":"
\n \n <\/i>\n MORE INFORMATION <\/a>\n <\/section>\n \n\n
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\n \n SCIENCE-BASED READING INSTRUCTION <\/a>\n \n LEARNING ALLY\u2019S SOLUTIONS <\/a>\n <\/div>\n <\/div>\n <\/section>\n\n\n
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Empower literacy support with science-based reading instruction<\/h2>\n

Scientific research conducted around the world and across several disciplines reveals specific skills required to read proficiently and best practices for teaching these skills effectively. Let us help bring quick wins to your district through actionable professional learning.<\/p>\n<\/div>\n

\n Get to know our solutions<\/a>\n <\/div>\n <\/div>\n
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Scarborough’s Reading Rope<\/h2>\n <\/div>\n
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Hollis Scarborough\u2019s Reading Rope (2001<\/strong>) offers a valuable depiction of the intricate layers involved in the reading process. Within this metaphorical rope, individual strands intricately intertwine, ultimately culminating in the achievement of automatic and fluent reading. This integrated proficiency allows students to channel their cognitive resources toward comprehension, the ultimate goal of reading. The overall strength of the reading rope hinges upon the robustness of each individual strand, highlighting the significance of mastering each component to become a proficient reader.<\/p>\n<\/div>\n <\/div>\n <\/div>\n <\/section>\n

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\n Go Beyond the Buzzwords<\/a>\n <\/div>\n <\/section>\n \n\n
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Teacher knowledge of how to teach reading is the most powerful resource in the classroom. When educators understand the art and science of reading instruction, they become the difference-makers in every child\u2019s learning journey.<\/h2>\n <\/div>\n
\n Terrie Noland, Ph.D., CALP, VP of Educator Intitiatves <\/div>\n
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Simple View of Reading<\/h2>\n <\/div>\n
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The Simple View of Reading, as articulated by\u00a0Gough and Tunmer in 1986<\/strong>, presents a fundamental concept in literacy theory. It suggests that reading is an intricate interplay of two essential components: decoding, which involves translating written text into spoken words, and language comprehension, which entails grasping the underlying meaning conveyed by the text. In essence, the Simple View of Reading underscores the notion that effective reading necessitates not only the ability to decode words but also a deep understanding of the language they convey.<\/p>\n<\/div>\n <\/div>\n <\/div>\n <\/section>\n

\n \"Simple_view_graph\"\n <\/section>\n \n\n
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\n Resources <\/h2>\n <\/div>\n
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White Paper<\/h3>\n <\/div>\n
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Reconciling the Science of Reading and Effective Instruction<\/p>\n <\/div>\n

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How do we take this body of knowledge and use it to understand how best to teach?<\/p>\n <\/div>\n

\n \n Download <\/a>\n <\/div>\n <\/div>\n <\/div>\n
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Q&A<\/h3>\n <\/div>\n
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The Science of Reading Supports a Comprehensive Approach to Early Literacy Instruction<\/p>\n <\/div>\n

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Dr. Molly Ness discusses challenges and research-based strategies.<\/p>\n <\/div>\n

\n \n Read More <\/a>\n <\/div>\n <\/div>\n <\/div>\n
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Blog<\/h3>\n <\/div>\n
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The Fourth Grade Slump: Understanding the “Big Picture” About The Science of Teaching Reading for English Language Learners<\/p>\n <\/div>\n

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Key strategies to gain a better understanding of \u201cwhat works\u201d with diverse learning populations.<\/p>\n <\/div>\n

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