Resources

• 3 Cueing Systems – Hempenstall 2006
• 3 Cueing Systems – Adams 2004
• Curriculum Evaluation Guidelines (updated March 2023)
• Dykstra Response to 57 Voices on Dyslexia
• Decodable Text Sources
• Getting To Auto-Words: Why Phoneme Awareness and Phonics Go Together
• NELP Report
• NRP Report
• Reading IS Rocket Science – Moats
• Rose Report
• Rowe Report
• Teaching All Children to Read: The Challenge of Our Times – Rowland
• Teaching Tutorial: Decoding Instruction
• TRL Virtual Soundboard
• Using Research & Reason – Stanovich
• Web-based word list generator for phonics lessons
• Whole Language High Jinks – Moats

Morphology

• TRL Morpheme Board – Base Words with Prefixes and Suffixes
• TRL Morpheme Board – Greek Roots
• TRL Morpheme Board – Latin Roots
• Deb Glaser’s Morpheme Magic and Morphemes for Little Ones
• The Morphology Project
• Mini Matrix maker

Sold a Story: How Teaching Kids to Read Went So Wrong

There’s an idea about how children learn to read that’s held sway in schools for more than a generation — even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It’s an expose of how educators came to believe in something that isn’t true and are now reckoning with the consequences — children harmed, money wasted, an education system upended.

Emily Hanford’s Audio Documentaries

Subscribe to these YouTube Channels for information about evidence-based reading instruction.