myView Literacy Elementary Reading Curriculum for Grades K-5
Grow student literacy with our proven core reading program rooted in the Science of Reading.
Whether you are an educator new to the Science of Reading and preparing to make the shift or a literacy expert looking to strengthen your Science of Reading implementation, Savvas Learning Company has the resources, tips, and insights to help you on your Science of Reading journey.
The Science of Reading is a large body of research on how children learn to read. Gathered over the past 40 years, this evidence-based body of knowledge highlights the most effective strategies for teaching children how to read. For example, the Science of Reading indicates that students need systematic, explicit instruction in the following critical elements of reading: phonological awareness, phonics, fluency, vocabulary, and reading comprehension. When students are directly taught these essential skills while they are learning to read, they will have a better chance at becoming successful readers.
Cueing systems, such as the “3-cueing system,” encourage students to use “cues” (such as “picture cues” or “context cues”) to read words, which often leads to guessing. With the Science of Reading, students should learn how to decode and encode words as part of phonics instruction.
Avoid using rote memorization to teach “sight words.” Instead, with the Science of Reading, students should learn how to decode and encode words as part of phonics instruction. Even irregular words, such as “of” and “was,” can be explicitly taught using phoneme-grapheme mapping to highlight regular and unexpected sound patterns in these words.
23% of third graders with below-basic reading skills do not graduate high school by age 19.1
82% of sixth graders who failed an English class did not go on to graduate high school. 2
70% more math and science questions are answered correctly by students with strong reading skills.3
What are the four main components of Science of Reading-aligned instruction, and how can teachers implement them in the classroom? Featuring Savvas author and literacy expert Dr. Lee Wright, this eBook provides actionable insights into what explicit, systematic, integrated, and engaging instruction looks like in the elementary classroom.
Taking the time to put classroom management strategies into place can greatly impact the effectiveness of Science of Reading-based lessons. In this eBook, Savvas author and literacy expert Lee Wright, Ed.D. guides us through how classroom management can affect the quality of your reading lessons, along with practical strategies you can start using right away.
Interested in the research behind the Science of Reading? Read this Research Brief to get an overview of the decades of studies that have contributed to our understanding of the Science of Reading, and learn how the Science of Reading differs from other instructional approaches.
It’s important for education leaders to check in on the quality of the curriculum and instruction through direct observation. With our Science of Reading Classroom Observation Checklist, you can start to understand how well the curriculum and instruction in your school is aligned with the Science of Reading — which can help students become successful readers and ultimately increase student achievement.
An administrator plays a vital role in fostering effective, Science of Reading-aligned instruction in their school or district. But how do you know what to look for, and where do you start? In this blog, explore what every administrator should know about the Science of Reading and discover three high-leverage instructional shifts that will help move your teachers toward evidence-based literacy practices.
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Get Inspired1. Balfanz, R., L. Herzog, & D. Mac Iver. “Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions,” Educational Psychologist 42, no. 4 (2007): 223-235.
2. Cromley, J. G. “Reading achievement and science proficiency: International comparisons from the Programme on International Student Assessment,” Reading Psychology 30, no. 89 (2009): 89-118.
3. Hernandez, D. J. “Double jeopardy: How third-grade reading skills and poverty influence high school graduation.” Baltimore, MD: The Annie E. Casey Foundation, 2012.