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Access Type
Campus Access Only
Presentation Type
Asynchronous
Entry Number
102
School
School of professional and Applied Sciences
Department
Education
Abstract
Providing teachers with clear, evidence-based instructional routines strengthens their capacity to deliver systematic and explicit reading instruction and to build students’ foundational literacy skills. Participants will explore research-aligned routines grounded in the science of reading that can be implemented across literacy programs. Routines include the use of sound-spelling cards to explicitly teach phoneme–grapheme correspondences, structured blending of words, sentence-level blending to support accuracy and fluency, and intentional instruction of high-frequency words. Through collaborative study and guided practice, participants will examine how these routines promote phonics development, automatic word recognition, fluency, and comprehension, which are critical predictors of later reading success. Consistent implementation of these practices supports equitable literacy growth for all students.
Primary Faculty Mentor(s)
Dr. Stephanie Copp
Primary Faculty Mentor(s) Department
Language & Literacy Education
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Evidence-Based Instructional Routines for Building Foundational Literacy Skills (K–3)
Providing teachers with clear, evidence-based instructional routines strengthens their capacity to deliver systematic and explicit reading instruction and to build students’ foundational literacy skills. Participants will explore research-aligned routines grounded in the science of reading that can be implemented across literacy programs. Routines include the use of sound-spelling cards to explicitly teach phoneme–grapheme correspondences, structured blending of words, sentence-level blending to support accuracy and fluency, and intentional instruction of high-frequency words. Through collaborative study and guided practice, participants will examine how these routines promote phonics development, automatic word recognition, fluency, and comprehension, which are critical predictors of later reading success. Consistent implementation of these practices supports equitable literacy growth for all students.