ILA Resource Collection: Unpacking the Science of Reading


Evidence-based literacy instruction is critical to student success, but without a sound understanding of the science behind the science of reading (SOR), successful implementation of a program rooted in research can be difficult.

This ILA Resource Collection is geared toward classroom teachers, reading specialists, literacy coaches, principals, and other school-based educators seeking a deeper understanding of the science in the science of reading and how it informs practice. Easy-to-understand readings are paired with curated video clips and discussion prompts to enhance professional learning that’s self-directed or in a group setting.

In short, the collection is for anyone trying to design, adopt, or embrace an SOR curriculum.


All of the products listed below are included in the collection price.

Standard: $ 35.00
Members: $ 30.00

Products

Professional Learning Guide: Unpacking the Science of Reading

Professional Learning Guide: Unpacking the Science of Reading

Along with suggested resource pairings and discussion prompts, this guide also includes bonus material from ILA such as open-access journal articles.

Author(s): ILA


P. David Pearson on Ensuring Research Is Used Responsibly

Preview Available

P. David Pearson on Ensuring Research Is Used Responsibly

In his introduction to the ILA 2019 panel discussion “What Research Really Says About Reading Instruction,” Pearson offers guidelines for how to employ research when making decisions in policy and practice. *This video is excerpted from a full session.

Speaker(s): P. David Pearson


Nell K. Duke on Decodable Texts and the Weight of Evidence

Preview Available

Nell K. Duke on Decodable Texts and the Weight of Evidence

On using weight of evidence to avoid confirmation bias when reading literacy research. *This video is excerpted from a full session.

Speaker(s): Nell K. Duke


Gina Cervetti on the Simple View of Reading

Preview Available

Gina Cervetti on the Simple View of Reading

How reading for understanding research complicates the simple view of reading, and implications for later success as adolescent readers. *This video is excerpted from a full session.

Speaker(s): Gina Cervetti


Kate Roberts and Rachael Gabriel on Making Sense of Research in Education

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Kate Roberts and Rachael Gabriel on Making Sense of Research in Education

Exploring critical questions about the divide between research and practice, what constitutes research, and the role of evidence in everyday instruction. *This video is excerpted from a full session.

Speaker(s): Kate Roberts and Rachael Gabriel


Emily Solari on Bridging the Research and Practice Divide

Preview Available

Emily Solari on Bridging the Research and Practice Divide

On the role of translational science—what it means to translate research findings into classroom studies—and the need for collaboration and authentic partnerships to help all students succeed. *This video is excerpted from a full session.

Speaker(s): Emily Solari


Jimmy Kim on a Deep and Simple Science of Reading

Preview Available

Jimmy Kim on a Deep and Simple Science of Reading

How the science of reading debates present the opportunity to come together as a profession and commit to standards of excellence informed by research. *This video is excerpted from a full session.

Speaker(s): Jimmy Kim


Delivering on the Promise of the Science of Reading for All Children

Delivering on the Promise of the Science of Reading for All Children

How to reconcile the science of reading with the lived experiences of children who are vulnerable to poor academic achievement in order to transform instruction and ensure every child can read and succeed.

Author(s): Nicole P. Terry


How the Science of Reading Informs 21st-Century Education

How the Science of Reading Informs 21st-Century Education

Clarifying what constitutes evidence in the science of reading and offering areas of focus to advance the science of reading to meet the needs of all students in the 21st century.

Author(s): Yaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, Donald L. Compton, Barbara R. Foorman, Sara A. Hart, Christopher J. Lonigan, Beth M. Phillips, Christopher Schatschneider, Laura M. Steacy, Nicole Patton Terry, and Richard K. Wagner


Key Knowledge to Support Phonological Awareness and Phonics Instruction

Key Knowledge to Support Phonological Awareness and Phonics Instruction

Supporting early childhood and elementary teachers with knowledge about language structures; reading components, processes, and development; and effective instructional practices.

Author(s): Shayne B. Piasta and Alida K. Hudson