Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills

by Julia Lindsey

Overview

Julia Lindsey’s evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending—and enjoying—what they read! You’ll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teacher-approved instructional “swaps” to improve early reading instruction. Lindsey addresses content learning, culturally responsive practices, and the importance of engaging readers from the start.

Product Details

ISBN-13:	9781338828726
Publisher:	Scholastic, Inc.
Publication date:	04/18/2022
Series:	The Science of Reading in Practice
Pages:	160
Product dimensions:	7.30(w) x 9.00(h) x 0.40(d)
Age Range:	4 - 8 Years

About the Author

Julia B. Lindsey, Ph.D., is an expert in early literacy development, curriculum, and instruction. She has worked with teachers, districts, curriculum developers, and other organizations to help translate reading research into practice. Her previous partnerships include collaborating with the Boston Public Schools and the District of Columbia Public Schools to create content-connected decodable texts, working with the Center for Black Educator Development to design and pilot a new Freedom Schools model focused on early literacy, and advising publishing companies on research-based reading instruction. Dr. Lindsey holds a BS in Psychology from Davidson College, a MAT from Relay Graduate School of Education, and a Ph.D. in Educational Studies, specializing in Literacy, Language, and Culture, from the University of Michigan. She is a proud former elementary school teacher. She is currently  the Early Literacy Manager for Reading Reimagined, an inclusive research and development program.

Table of Contents

Foreword Nell K. Duke 8

Introduction 10

A Little About This Book 11

A Little About Me 13

Chapter 1 What are Foundational Skills and Why are they Important? 15

Foundational Skills Defined 16

Models of Reading 23

Two More Critical Principles: Joy and Cultural Responsiveness 29

Chapter 2 Decoding and its Essential Elements 32

Decoding Defined 33

The Science of Recognizing a Word and Orthographic Mapping 35

The Elements of Decoding 39

Bringing It Together 40

Chapter 3 Element One: Oral Language and Vocabulary 41

What Are Oral Language and Vocabulary, and Why Are They Important? 42

Essential Instructional Swap: Less Foundational Skills Overload, More Language- and Reading-Rich Instruction 44

Bringing It Together 46

Chapter 4 Element Two: Print Concepts 47

What Are Print Concepts and Why Are They Important? 48

Principles of Great Print Concepts Instruction 57

Essential Instructional Swap: Less Pointing to Text in Predictable Books, More Engaging in Shared Reading 59

Bringing It Together 63

Chapter 5 Element Three: Phonemic Awareness 64

What Is Phonemic Awareness and Why Is It Important? 65

Principles of Great Phonemic Awareness Instruction 70

Essential Instructional Swap: Fewer Rhymes, More Phonemes 73

Bringing It Together 75

Chapter 6 Element 4: Alphabet Knowledge 76

What Is Alphabet Knowledge and Why Is It Important? 77

Principles of Great Alphabet Instruction 79

Essential Instructional Swap: Teach Like a Hare, Not a Tortoise! 84

Bringing It Together 88

Chapter 7 Element Five: Sound-Spelling Knowledge 89

What Are Sound-Spelling Relationships and Why Are They Important? 90

Principles of Great Phonics Instruction 93

Essential Instructional Swap: Fewer Random Phonics Activities, More Reading and Spelling Opportunities 100

Bringing It Together 103

Chapter 8 Using the Elements to Decode Words 104

Principles of Great Decoding Instruction 106

Essential Instructional Swap 1: More Decodable Texts, Fewer Non-Decodable Texts 114

Essential Instructional Swap 2: Less Decoding for Phonics Instruction, More Decoding for Everyday Reading 122

Essential Instructional Swap 3: Less Unsupported Independent Reading, More Supported Independent Reading 125

Bringing It Together 127

Chapter 9 Adding the Elements of Chunking 128

Chunking Defined 129

The Elements of Chunking 132

Syllabication 135

Morphology 137

Principles of Great Chunking Instruction: Blending Syllabication and Morphology 142

Essential Instructional Swap: Consider Multiple Approaches, Not Just One 145

Bringing It Together 145

Chapter 10 Fluency and Beyond 146

What Is Fluency and Why Is It Important? 147

Essential Instructional Swap: Less Fluency as Speed Reading, More Holistic Fluency 149

Bringing It Together 150

A Call to Action 152

References 153

Index 158

Editorial Reviews

Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!”

— ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Book Smart: How toDevelop and Support Successful, Motivated Readers

“This book speaks to something near and dear to my heart—the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all.”
 
— SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

“One of the best books I’ve read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies—a veritable ‘go-to’ resource. This is exactly the kind of translational work the field needs!”
 
— HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Letter Lessons andFirst Words: Phonics Foundations That Work

“In Reading Above the Fray, Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success.”
 
— SUSANNE NOBLES, Chief Academic Officer, ReadWorks

“Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again.”
 
— REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

“If you think a professional book about decoding and foundational skills can’t be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!”
 
— ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

“Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the ‘why’ behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach ‘above the fray.’”
 
— KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools

From the Publisher