What is the great debate around the Science of Reading?<\/strong><\/h2>\n\n\n\nLet\u2019s start with the basics: what is literacy? Literacy is the ability to read, write, speak, and listen. Over the decades, schools have shifted to adopt new theories and philosophies. Phonics, whole language, or balanced literacy are all monikers for how educators can teach students how to read. The Science of Reading<\/a> (or SOR) is not a program. It’s the culmination of decades of research supporting a return to a highly structured set of approaches rooted in decoding skills and language comprehension. It is grounded in efficacy-based research, deconstructing how and why particular models of instruction work.<\/p>\n\n\n\n![\"Student](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/02\/Student-using-Immersive-Reader-edited.png\")
<\/a><\/figure><\/div>\n\n\nBalanced Literacy Vs. Science of Reading<\/strong><\/h3>\n\n\n\nFor years, balanced literacy sought to find a middle ground between the pendulum extremes of phonics-first and whole-language advocates. Teachers shared their toolbox of strategies with students, from decoding to \u201cthree-cueing\u201d to leveled readers. Yet such programs have been hard to evaluate in terms of efficacy. SOR education focuses on decoding and language comprehension.<\/p>\n\n\n\n
Research shows that reading, unlike talking, is not a natural process for children. It takes more intentional instruction to achieve desired results and goals. Proponents of the Balanced Literacy vs Science of Reading point to the recent decline in reading scores as evidence that the prevalent methods of reading instruction over the past decade have failed. The Science of Reading emphasizes the importance of mastering foundational skills through a structured literacy approach to ensure effective strategies for learning to read.<\/p>\n\n\n\n
Why is the Science of Reading important right now?<\/strong><\/h2>\n\n\n\nIt\u2019s hard to argue that we\u2019re not in a reading crisis. Reading skills have declined in districts and states nationwide to historic lows. The learning loss during the COVID-19 pandemic widened reading and math achievement gaps<\/a>. It spotlighted the increasing discrepancy for Black, Hispanic, and other students impacted by educational inequalities. EdWeek<\/a> reported that student results from the 2022 National Assessment of Educational Progress (NAEP) showcased that a third of 4th and 8th graders can\u2019t read at the \u201cbasic\u201d achievement level, which is the lowest. 70% of teachers of those 4th-grade students reported using remedial measures a couple of times a week. According to the results, even top readers have made little progress over the past three years. This lack of growth and widening gaps have turned educators and parents\u2019 attention to what can be done differently regarding the SOR.<\/p>\n\n\n\nThis map shows students from grade 4 scoring below basic in reading, by state:<\/p>\n\n\n
\n![\"Map](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/03\/Grade-4-Students-Scoring-Below-Basic-in-Reading-by-State.png\")
<\/a>SOURCE: National Assessment of Educational Progress (NAEP) 2021 School Survey, Institute of Education Sciences<\/figcaption><\/figure><\/div>\n\n\nWhat is the Science of Reading?<\/strong><\/h2>\n\n\n\nMany states have now adopted a much more rigorous approach to reading. The SOR approach zeros in on developing five core skill sets for emergent and beginner readers<\/a>: fluency, phonemic awareness, vocabulary, phonics, and comprehension. It harkens back to 1986\u2019s The Simple View of Reading<\/a> research by Philip Gough and William Tunmer, which underscores the importance of two components: decoding and language comprehension. Think of it as an equation\u2014reading comprehension is a product of decoding and language comprehension: RC = D x LC<\/strong>.<\/p>\n\n\n\nThe algorithm’s simplicity belies the intricate and sophisticated sensemaking of letter sounds, words, and sentences. Dr. Hollis Scarborough\u2019s 2021 Scarborough\u2019s Rope Reading further details how the two intertwine, scaffolding skills and building toward automaticity.<\/p>\n\n\n\n
With the SOR, instruction involves dedicated time and a systematic and intentional method of seeking out teachable moments for literacy across the curriculum. This evidence-based approach encourages educators to lean on what matters and what works. Turning research into practice, however, is not without time, effort, and money.<\/p>\n\n\n
\n![\"The](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/03\/The-Fundamentals-of-Reading-Glossary.png\")
<\/a><\/figure><\/div>\n\n\nHere are the 10 components of the SOR:<\/p>\n\n\n\n
\n- Print concepts<\/li>\n\n\n\n
- Phonological awareness<\/li>\n\n\n\n
- Phonemic awareness<\/li>\n\n\n\n
- Phonics<\/li>\n\n\n\n
- Spelling<\/li>\n\n\n\n
- Fluency<\/li>\n\n\n\n
- Vocabulary<\/li>\n\n\n\n
- Oral language skills<\/li>\n\n\n\n
- Reading comprehension skills<\/li>\n\n\n\n
- \u00a0Background knowledge<\/li>\n<\/ul>\n\n\n\n
To better understand Science of Reading strategies, look at this downloadable to refresh your understanding of key concepts and terms. Remember, there is no specific curriculum or program, so you\u2019ll want to work with your school community to determine how to fold in these demonstrated methods.<\/p>\n\n\n\n
\nDownload one-pager<\/a><\/div>\n<\/div>\n\n\n\nHow are states implementing the SOR?<\/strong><\/h3>\n\n\n\nStates are falling victim to the age-old problem of education stumbling over change management. Many are pushing this newer school of thought with little explanation. Such harried rollouts breed confusion, suspicion, and defensiveness. Teachers are told to change their \u201cbest\u201d practices and beliefs without time to make connections to the new methodologies. Timelines, incentives, and compensation are not being offered equitably. This push-and-pull pits educators against one another, and against change in general.<\/p>\n\n\n\n
Tennessee<\/a>, Florida, North Carolina, Colorado, and Mississippi have passed laws requiring a SOR approach. Others are going in with intensive training and Science of Reading professional development, overwhelming an already taxed and deflated teacher population. North Carolina<\/a> is spending $54 million on a two-year training (LETRS) for all K-5 teachers. A common refrain is, \u201cWhen you know better, you do better.<\/em><\/a>\u201d Many other states, such as Utah and Virginia<\/a>, are leveraging ESSER funds to adopt such practices via instruction and training. However, the integration and implementation nationwide are uneven at best.<\/p>\n\n\n\nWhat are the benefits of the Science of Reading?<\/strong><\/h3>\n\n\n\nTime will tell; the benefits are to be seen. On the positive side, such a common and structured approach based on research should be easier to track and see results. According to a study by Amplify<\/a>, many students in 43 states are seeing an uptick in the number of students on track to read at grade level by the end of the year.<\/p>\n\n\n\nThe Science of Reading curriculum takes a scaffolded approach, promotes reading across the curriculum, and supports English language learners. While school leaders need to think systematically around benchmark assessments, resource allocation, and professional development, they also need to remember that teaching is both a science and an art.<\/p>\n\n\n\n
Edtech implementation<\/strong><\/h3>\n\n\n\nNearpod<\/strong><\/h4>\n\n\n\nAccording to an ESSA Level II study<\/a>, 5th and 8th-grade students who used Nearpod had higher ELA achievement compared to similar students in their grade level who did not use it. This makes it an ideal tool when implementing SOR strategies. To explore some related Nearpod Science of Reading activities and lessons, visit the Nearpod library<\/a> and search by standard. You can zero in on the English Language Arts (ELA)<\/a> strands of Conventions of Standard English, Vocabulary Acquisition and Use, Knowledge of Language, Phonics, Word Recognition, Fluency, Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, or Range of Reading and Level of Text Complexity to start. Consider duplicating a lesson and making modifications to meet the reading needs of your students. <\/p>\n\n\n\nYou can also create your own lesson or activity to target any of the 10 components of SOR instruction. Interactive activities such as Drag and Drop, Matching Pairs, Draw It, Immersive Reader, and audio responses can be used to teach your students fluency, phonemic awareness, vocabulary, phonics, and comprehension.<\/p>\n\n\n\n
Here are some examples of lessons teachers can use:<\/p>\n\n\n\n
Early Elementary Lessons (K-2)<\/strong><\/h4>\n\n\n\n![\"CVC](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/03\/CVC-Words-K-1-1024x633.png\")
<\/a><\/figure>\n\n\n\n\n- CVC Words (K-1)<\/a>: In this lesson on CVC words, students will learn to idenifty the beginning, middle and ending sounds of CVC words.<\/li>\n\n\n\n
- Nonfiction Text Features (1-2)<\/a>: In this lesson on nonfiction text features, students will learn about features that help readers make sense of what they are reading.<\/li>\n\n\n\n
- Retelling Key Details (1-2)<\/a>: In this lesson on retelling key details, students learn to identify and retell key details in a fiction story.<\/li>\n<\/ul>\n\n\n\n
Grades 3-5<\/strong><\/h4>\n\n\n\n![\"Complex](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/03\/Complex-Sentences-3-4.gif\")
<\/a><\/figure><\/div>\n\n\n\n- Parts of Speech (3)<\/a>: In this lesson on parts of speech, students will identify nouns, verbs, adverbs and adjectives.<\/li>\n\n\n\n
- Complex Sentences (3-4)<\/a>: In this lesson on complex sentences, the students will review simple and compound sentences and learn about complex sentences.<\/li>\n\n\n\n
- Eight Parts of Speech (5-6)<\/a>: In this lesson on the eight parts of speech, students will define, identify, and use nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, and articles.<\/li>\n<\/ul>\n\n\n\n
Grade 8-12<\/strong><\/h4>\n\n\n\n![\"Concrete](\"https:\/\/nearpod.com\/blog\/wp-content\/uploads\/2023\/03\/The-Paragraph-Concrete-Details-Textual-Evidence.gif\")
<\/a><\/figure><\/div>\n\n\n\n- Summarizing Texts (6-8)<\/a>: In this lesson on summarizing texts, students how to write a summary by identifying the main idea and key details.<\/li>\n\n\n\n
- Annotation and Close Reading Strategies (11-12)<\/a>: In this English lesson, students learn annotation and close reading strategies. By the end of this lesson, students will be able to explain tips and tricks for effective close reading, and will practice annotating excerpts.<\/li>\n\n\n\n
- The Paragraph: Concrete Details & Textual Evidence (9-10):<\/a> In this lesson, students will explore the components of a good paragraph. They will learn to identify appropriate concrete details and practice using them with common transitions to strengthen an argument in a logical way.<\/li>\n<\/ul>\n\n\n\n
<\/a><\/figure><\/div>\n\n\nBalanced Literacy Vs. Science of Reading<\/strong><\/h3>\n\n\n\nFor years, balanced literacy sought to find a middle ground between the pendulum extremes of phonics-first and whole-language advocates. Teachers shared their toolbox of strategies with students, from decoding to \u201cthree-cueing\u201d to leveled readers. Yet such programs have been hard to evaluate in terms of efficacy. SOR education focuses on decoding and language comprehension.<\/p>\n\n\n\n
Research shows that reading, unlike talking, is not a natural process for children. It takes more intentional instruction to achieve desired results and goals. Proponents of the Balanced Literacy vs Science of Reading point to the recent decline in reading scores as evidence that the prevalent methods of reading instruction over the past decade have failed. The Science of Reading emphasizes the importance of mastering foundational skills through a structured literacy approach to ensure effective strategies for learning to read.<\/p>\n\n\n\n
Why is the Science of Reading important right now?<\/strong><\/h2>\n\n\n\nIt\u2019s hard to argue that we\u2019re not in a reading crisis. Reading skills have declined in districts and states nationwide to historic lows. The learning loss during the COVID-19 pandemic widened reading and math achievement gaps<\/a>. It spotlighted the increasing discrepancy for Black, Hispanic, and other students impacted by educational inequalities. EdWeek<\/a> reported that student results from the 2022 National Assessment of Educational Progress (NAEP) showcased that a third of 4th and 8th graders can\u2019t read at the \u201cbasic\u201d achievement level, which is the lowest. 70% of teachers of those 4th-grade students reported using remedial measures a couple of times a week. According to the results, even top readers have made little progress over the past three years. This lack of growth and widening gaps have turned educators and parents\u2019 attention to what can be done differently regarding the SOR.<\/p>\n\n\n\nThis map shows students from grade 4 scoring below basic in reading, by state:<\/p>\n\n\n
\n<\/a>SOURCE: National Assessment of Educational Progress (NAEP) 2021 School Survey, Institute of Education Sciences<\/figcaption><\/figure><\/div>\n\n\nWhat is the Science of Reading?<\/strong><\/h2>\n\n\n\nMany states have now adopted a much more rigorous approach to reading. The SOR approach zeros in on developing five core skill sets for emergent and beginner readers<\/a>: fluency, phonemic awareness, vocabulary, phonics, and comprehension. It harkens back to 1986\u2019s The Simple View of Reading<\/a> research by Philip Gough and William Tunmer, which underscores the importance of two components: decoding and language comprehension. Think of it as an equation\u2014reading comprehension is a product of decoding and language comprehension: RC = D x LC<\/strong>.<\/p>\n\n\n\nThe algorithm’s simplicity belies the intricate and sophisticated sensemaking of letter sounds, words, and sentences. Dr. Hollis Scarborough\u2019s 2021 Scarborough\u2019s Rope Reading further details how the two intertwine, scaffolding skills and building toward automaticity.<\/p>\n\n\n\n
With the SOR, instruction involves dedicated time and a systematic and intentional method of seeking out teachable moments for literacy across the curriculum. This evidence-based approach encourages educators to lean on what matters and what works. Turning research into practice, however, is not without time, effort, and money.<\/p>\n\n\n
\n<\/a><\/figure><\/div>\n\n\nHere are the 10 components of the SOR:<\/p>\n\n\n\n
\n- Print concepts<\/li>\n\n\n\n
- Phonological awareness<\/li>\n\n\n\n
- Phonemic awareness<\/li>\n\n\n\n
- Phonics<\/li>\n\n\n\n
- Spelling<\/li>\n\n\n\n
- Fluency<\/li>\n\n\n\n
- Vocabulary<\/li>\n\n\n\n
- Oral language skills<\/li>\n\n\n\n
- Reading comprehension skills<\/li>\n\n\n\n
- \u00a0Background knowledge<\/li>\n<\/ul>\n\n\n\n
To better understand Science of Reading strategies, look at this downloadable to refresh your understanding of key concepts and terms. Remember, there is no specific curriculum or program, so you\u2019ll want to work with your school community to determine how to fold in these demonstrated methods.<\/p>\n\n\n\n
\nDownload one-pager<\/a><\/div>\n<\/div>\n\n\n\nHow are states implementing the SOR?<\/strong><\/h3>\n\n\n\nStates are falling victim to the age-old problem of education stumbling over change management. Many are pushing this newer school of thought with little explanation. Such harried rollouts breed confusion, suspicion, and defensiveness. Teachers are told to change their \u201cbest\u201d practices and beliefs without time to make connections to the new methodologies. Timelines, incentives, and compensation are not being offered equitably. This push-and-pull pits educators against one another, and against change in general.<\/p>\n\n\n\n
Tennessee<\/a>, Florida, North Carolina, Colorado, and Mississippi have passed laws requiring a SOR approach. Others are going in with intensive training and Science of Reading professional development, overwhelming an already taxed and deflated teacher population. North Carolina<\/a> is spending $54 million on a two-year training (LETRS) for all K-5 teachers. A common refrain is, \u201cWhen you know better, you do better.<\/em><\/a>\u201d Many other states, such as Utah and Virginia<\/a>, are leveraging ESSER funds to adopt such practices via instruction and training. However, the integration and implementation nationwide are uneven at best.<\/p>\n\n\n\nWhat are the benefits of the Science of Reading?<\/strong><\/h3>\n\n\n\nTime will tell; the benefits are to be seen. On the positive side, such a common and structured approach based on research should be easier to track and see results. According to a study by Amplify<\/a>, many students in 43 states are seeing an uptick in the number of students on track to read at grade level by the end of the year.<\/p>\n\n\n\nThe Science of Reading curriculum takes a scaffolded approach, promotes reading across the curriculum, and supports English language learners. While school leaders need to think systematically around benchmark assessments, resource allocation, and professional development, they also need to remember that teaching is both a science and an art.<\/p>\n\n\n\n
Edtech implementation<\/strong><\/h3>\n\n\n\nNearpod<\/strong><\/h4>\n\n\n\nAccording to an ESSA Level II study<\/a>, 5th and 8th-grade students who used Nearpod had higher ELA achievement compared to similar students in their grade level who did not use it. This makes it an ideal tool when implementing SOR strategies. To explore some related Nearpod Science of Reading activities and lessons, visit the Nearpod library<\/a> and search by standard. You can zero in on the English Language Arts (ELA)<\/a> strands of Conventions of Standard English, Vocabulary Acquisition and Use, Knowledge of Language, Phonics, Word Recognition, Fluency, Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, or Range of Reading and Level of Text Complexity to start. Consider duplicating a lesson and making modifications to meet the reading needs of your students. <\/p>\n\n\n\nYou can also create your own lesson or activity to target any of the 10 components of SOR instruction. Interactive activities such as Drag and Drop, Matching Pairs, Draw It, Immersive Reader, and audio responses can be used to teach your students fluency, phonemic awareness, vocabulary, phonics, and comprehension.<\/p>\n\n\n\n
Here are some examples of lessons teachers can use:<\/p>\n\n\n\n
Early Elementary Lessons (K-2)<\/strong><\/h4>\n\n\n\n<\/a><\/figure>\n\n\n\n\n- CVC Words (K-1)<\/a>: In this lesson on CVC words, students will learn to idenifty the beginning, middle and ending sounds of CVC words.<\/li>\n\n\n\n
- Nonfiction Text Features (1-2)<\/a>: In this lesson on nonfiction text features, students will learn about features that help readers make sense of what they are reading.<\/li>\n\n\n\n
- Retelling Key Details (1-2)<\/a>: In this lesson on retelling key details, students learn to identify and retell key details in a fiction story.<\/li>\n<\/ul>\n\n\n\n
Grades 3-5<\/strong><\/h4>\n\n\n\n<\/a><\/figure><\/div>\n\n\n\n- Parts of Speech (3)<\/a>: In this lesson on parts of speech, students will identify nouns, verbs, adverbs and adjectives.<\/li>\n\n\n\n
- Complex Sentences (3-4)<\/a>: In this lesson on complex sentences, the students will review simple and compound sentences and learn about complex sentences.<\/li>\n\n\n\n
- Eight Parts of Speech (5-6)<\/a>: In this lesson on the eight parts of speech, students will define, identify, and use nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, and articles.<\/li>\n<\/ul>\n\n\n\n
Grade 8-12<\/strong><\/h4>\n\n\n\n<\/a><\/figure><\/div>\n\n\n\n- Summarizing Texts (6-8)<\/a>: In this lesson on summarizing texts, students how to write a summary by identifying the main idea and key details.<\/li>\n\n\n\n
- Annotation and Close Reading Strategies (11-12)<\/a>: In this English lesson, students learn annotation and close reading strategies. By the end of this lesson, students will be able to explain tips and tricks for effective close reading, and will practice annotating excerpts.<\/li>\n\n\n\n
- The Paragraph: Concrete Details & Textual Evidence (9-10):<\/a> In this lesson, students will explore the components of a good paragraph. They will learn to identify appropriate concrete details and practice using them with common transitions to strengthen an argument in a logical way.<\/li>\n<\/ul>\n\n\n\n
It\u2019s hard to argue that we\u2019re not in a reading crisis. Reading skills have declined in districts and states nationwide to historic lows. The learning loss during the COVID-19 pandemic widened reading and math achievement gaps<\/a>. It spotlighted the increasing discrepancy for Black, Hispanic, and other students impacted by educational inequalities. EdWeek<\/a> reported that student results from the 2022 National Assessment of Educational Progress (NAEP) showcased that a third of 4th and 8th graders can\u2019t read at the \u201cbasic\u201d achievement level, which is the lowest. 70% of teachers of those 4th-grade students reported using remedial measures a couple of times a week. According to the results, even top readers have made little progress over the past three years. This lack of growth and widening gaps have turned educators and parents\u2019 attention to what can be done differently regarding the SOR.<\/p>\n\n\n\n This map shows students from grade 4 scoring below basic in reading, by state:<\/p>\n\n\n Many states have now adopted a much more rigorous approach to reading. The SOR approach zeros in on developing five core skill sets for emergent and beginner readers<\/a>: fluency, phonemic awareness, vocabulary, phonics, and comprehension. It harkens back to 1986\u2019s The Simple View of Reading<\/a> research by Philip Gough and William Tunmer, which underscores the importance of two components: decoding and language comprehension. Think of it as an equation\u2014reading comprehension is a product of decoding and language comprehension: RC = D x LC<\/strong>.<\/p>\n\n\n\n The algorithm’s simplicity belies the intricate and sophisticated sensemaking of letter sounds, words, and sentences. Dr. Hollis Scarborough\u2019s 2021 Scarborough\u2019s Rope Reading further details how the two intertwine, scaffolding skills and building toward automaticity.<\/p>\n\n\n\n With the SOR, instruction involves dedicated time and a systematic and intentional method of seeking out teachable moments for literacy across the curriculum. This evidence-based approach encourages educators to lean on what matters and what works. Turning research into practice, however, is not without time, effort, and money.<\/p>\n\n\n Here are the 10 components of the SOR:<\/p>\n\n\n\n To better understand Science of Reading strategies, look at this downloadable to refresh your understanding of key concepts and terms. Remember, there is no specific curriculum or program, so you\u2019ll want to work with your school community to determine how to fold in these demonstrated methods.<\/p>\n\n\n\n States are falling victim to the age-old problem of education stumbling over change management. Many are pushing this newer school of thought with little explanation. Such harried rollouts breed confusion, suspicion, and defensiveness. Teachers are told to change their \u201cbest\u201d practices and beliefs without time to make connections to the new methodologies. Timelines, incentives, and compensation are not being offered equitably. This push-and-pull pits educators against one another, and against change in general.<\/p>\n\n\n\n Tennessee<\/a>, Florida, North Carolina, Colorado, and Mississippi have passed laws requiring a SOR approach. Others are going in with intensive training and Science of Reading professional development, overwhelming an already taxed and deflated teacher population. North Carolina<\/a> is spending $54 million on a two-year training (LETRS) for all K-5 teachers. A common refrain is, \u201cWhen you know better, you do better.<\/em><\/a>\u201d Many other states, such as Utah and Virginia<\/a>, are leveraging ESSER funds to adopt such practices via instruction and training. However, the integration and implementation nationwide are uneven at best.<\/p>\n\n\n\n Time will tell; the benefits are to be seen. On the positive side, such a common and structured approach based on research should be easier to track and see results. According to a study by Amplify<\/a>, many students in 43 states are seeing an uptick in the number of students on track to read at grade level by the end of the year.<\/p>\n\n\n\n The Science of Reading curriculum takes a scaffolded approach, promotes reading across the curriculum, and supports English language learners. While school leaders need to think systematically around benchmark assessments, resource allocation, and professional development, they also need to remember that teaching is both a science and an art.<\/p>\n\n\n\n According to an ESSA Level II study<\/a>, 5th and 8th-grade students who used Nearpod had higher ELA achievement compared to similar students in their grade level who did not use it. This makes it an ideal tool when implementing SOR strategies. To explore some related Nearpod Science of Reading activities and lessons, visit the Nearpod library<\/a> and search by standard. You can zero in on the English Language Arts (ELA)<\/a> strands of Conventions of Standard English, Vocabulary Acquisition and Use, Knowledge of Language, Phonics, Word Recognition, Fluency, Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, or Range of Reading and Level of Text Complexity to start. Consider duplicating a lesson and making modifications to meet the reading needs of your students. <\/p>\n\n\n\n You can also create your own lesson or activity to target any of the 10 components of SOR instruction. Interactive activities such as Drag and Drop, Matching Pairs, Draw It, Immersive Reader, and audio responses can be used to teach your students fluency, phonemic awareness, vocabulary, phonics, and comprehension.<\/p>\n\n\n\n Here are some examples of lessons teachers can use:<\/p>\n\n\n\n<\/a>What is the Science of Reading?<\/strong><\/h2>\n\n\n\n
<\/a><\/figure><\/div>\n\n\n\n
How are states implementing the SOR?<\/strong><\/h3>\n\n\n\n
What are the benefits of the Science of Reading?<\/strong><\/h3>\n\n\n\n
Edtech implementation<\/strong><\/h3>\n\n\n\n
Nearpod<\/strong><\/h4>\n\n\n\n
Early Elementary Lessons (K-2)<\/strong><\/h4>\n\n\n\n
<\/a><\/figure>\n\n\n\n\n
Grades 3-5<\/strong><\/h4>\n\n\n
<\/a><\/figure><\/div>\n\n\n\n
Grade 8-12<\/strong><\/h4>\n\n\n
<\/a><\/figure><\/div>\n\n\n\n