What the Science of Reading Says about Word Recognition

by Jennifer Jump, Robin D. Johnson

Overview

Discover all about how students learn to read! This teacher resource examines current research on the science of reading and discusses what it means for classrooms today. From detailed background information to useful classroom tips, authors Jennifer Jump and Robin D. Johnson cover everything teachers need to help students with word recognition. Perfect for professional development, this book includes key words for teacher understanding, teaching checklists, top must-dos, and other features to support teachers as they bring these research-based strategies into their classrooms.

Product Details

ISBN-13:	9781087696690
Publisher:	Shell Education
Publication date:	08/12/2022
Series:	What The Science Says
Edition description:	First Edition
Pages:	160
Product dimensions:	7.33(w) x 9.25(h) x 0.30(d)
Age Range:	5 - 17 Years

About the Author

Jennifer Jump, M.A., provides professional development for educators around the world. She is a passionate educator who has spent over 20 years in various roles dedicated to student achievement, including literacy specialist and director of literacy for both Rockford Public Schools and District of Columbia Public Schools. Ms. Jump’s dedication to finding ways to reach all students has helped countless teachers improve their teaching. Ms. Jump is the coauthor of What the Science of Reading Says about Word Recognition, What the Science of Reading Says about Reading Comprehension and Content Knowledge, and What the Science of Reading Says about Writing. 

Table of Contents

Introduction 5

Welcome from Jen Jump 5

What Is the Science of Reading? 7

Seminal Works to Build Understanding 9

The Focus on Word Recognition 14

Settled Science 17

From the Classroom 18

Navigating This Book 19

Chapter 1 Phonological Awareness 21

From the Classroom 21

Background Information and Research 22

Implications for Teaching and Learning 22

Key Terms for Teacher Understanding 24

Research in Action 32

Instruction for Higher Grade Levels 40

Moving Forward: Top Must-Dos 40

Further Considerations 42

My Teaching Checklist 43

Chapter Summary 44

Chapter 2 Phonics-Systematic and Explicit 45

From the Classroom 45

Background Information and Research 46

Implications for Teaching and Learning 48

Key Terms for Teacher Understanding 50

Research in Action 58

Instruction for Higher Grade Levels 67

Moving Forward: Top Must-Dos 67

Further Considerations 69

My Teaching Checklist 71

Chapter Summary 72

Chapter 3 Beyond Foundational Phonics-Multisyllabic Words and More 73

Background Information and Research 73

Implications for Teaching and Learning 74

Key Terms for Teacher Understanding 76

Research in Action 82

Moving Forward: Top Must-Dos 92

Further Considerations 92

My Teaching Checklist 93

Chapter Summary 95

Chapter 4 Sight Recognition-Familiar Words 97

From the Classroom 97

Background Information and Research 98

Implications for Teaching and Learning 98

Key Terms for Teacher Understanding 100

Research in Action 104

Moving Forward: Top Must-Dos 108

Further Considerations 109

My Teaching Checklist 110

Chapter Summary 111

Chapter 5 Fluency 113

From the Classroom 113

Background Information and Research 114

Implications for Teaching and Learning 114

Key Terms for Teacher Understanding 116

Research in Action 123

Moving Forward: Top Must-Dos 130

Further Considerations 131

My Teaching Checklist 132

Chapter Summary 133

Chapter 6 Seize Every Moment to Create Lifelong Readers 135

Discovering the Power of Cross-Content Connections 135

Chapter Summary 141

References 142

Glossary 147

Index 151