Syntax & Comprehension Tools

Cascade Reading
Breaks sentences into vertical chunks with meaningful indentation to support comprehension and syntax awareness. Great for struggling readers and 1:1 tutoring.

Recommended By: Donell
Bonus: Includes browser extension, grade-leveled passages, and interactive lessons.

Comprehensive Structured Literacy Resources

Cox Campus
Free, video-based professional development and classroom tools for structured literacy, phonics, comprehension, vocabulary, and more.

Recommended By: Stacy
Best For: PreK–Grade 3 educators, interventionists, and teacher prep programs.

Phonics and Decodable Support

UFLI Toolbox
The University of Florida Literacy Institute offers free decodables, phonics games, home practice sheets, and printable resources—even if you don’t use their full program.

Recommended By: Lindsay
Tip: Check alignment with your own scope and sequence.

Dyslexia, Literacy Facts, & Advocacy

International Dyslexia Association
A longtime leader in structured literacy resources, fact sheets, and research-based tools for educators, parents, and advocates. Includes access to Perspectives journal and more.

Recommended By: Donell

Articulation & Language Support

Peachie Speechie
Free articulation videos by a speech-language pathologist—great for students working on specific sounds or preparing for referral.

Recommended By: Lindsay
Use Case: One-on-one support during small group time.

Teacher PD & Assessment

AIM Institute for Learning & Research
Home of the AIM Pathways educator training. Offers assessments, webinars, writing instruction, and personalized PD in science of reading.

Recommended By: Stacy
Notable Feature: Personalized PD plans based on your knowledge gaps.

Free Online Text & Audio Resources

Project Gutenberg
75,000+ free ebooks, including classics and original texts. Some titles include audio.

OverDrive/Libby
Library-connected app for free audiobooks and ebooks. Use with your library card.

Storynory
Free audio stories for kids with engaging narration and sound effects.

Recommended By: Donell

Articles, Lessons & Writing Prompts

New York Times Learning Network
Free classroom resources including writing modules, discussion prompts, and teen-centered articles.

Recommended By: Donell

Printable Passages & Teaching Texts

ReadWorks
Free leveled passages with comprehension questions and thematic units. Includes some decodables (with caveats).

TextProject
Founded by Elfrieda Hiebert, this site offers vocabulary-rich texts like FYI for Kids and Talking Points for Kids. Great for grades 2–5.

Recommended By: Lindsay

Literacy Teacher Training & Classroom Models

Reading Universe
Free bite-sized PD, explainers, and teacher-modeled classroom videos. Includes a free paraeducator training course.

The Teacher’s Table
Subscription-based site with classroom video models across structured literacy topics. Offers visual examples for everything from Elkonin boxes to phonics routines.

Recommended By: Stacy & Lindsay

Word Search Tools

Phinder by Devin Kearns
Search for words by phonics pattern, spelling, or syllable count. Ideal for crafting decodable lists.

Etymonline
A free etymology dictionary—great for morphological instruction and teacher reference.

Recommended By: Lindsay

Bonus: Try Reading Horizons for Free

Reading Horizons Free Access
Reading Horizons is offering K–3 teachers free access to the Discovery LIVE Teacher License for the entire 2025-26 school year. No setup, no student accounts—just structured literacy you can start using today. It’s perfect for classrooms where time is tight and support is limited.

The post Free Literacy Websites and Tools Teachers Actually Use (and Love) appeared first on Reading Horizons.

Episode 10 of Literacy Talks takes listeners on a deep dive into the complex, rewarding work of teaching writing. Hosts Stacy Hurst, Donell Pons, and Lindsay Kemeny unpack what writing instruction looks like from early transcription skills to confident composition — and how teachers can nurture each step along the way.

The Simple and Not-So-Simple View of Writing

The conversation begins with Donell Pons introducing the Simple View of Writing, which breaks writing into two main components: transcription (handwriting and spelling) and composition (expressing ideas). But as the hosts discuss, writing is never simple. It demands fine motor skills, language development, executive function, and a healthy dose of motivation.

The trio shares their experiences with students who struggle with writing and emphasizes the importance of early intervention and practical classroom adjustments — from slanted writing boards to better handwriting tools.

Handwriting and Spelling: Building Blocks of Literacy

Lindsay Kemeny highlights how teaching handwriting goes beyond neat penmanship. It’s about automaticity — helping students write letters fluently so their brains can focus on spelling and meaning.
The group discusses:

• Connecting letter formation to phonemic awareness (linking sounds and symbols)
• Why even older students benefit from transcription support
• The value of “temporary” or “estimated” spelling as a learning step

These insights remind educators that writing fluency starts with handwriting fluency — and both require explicit, patient instruction.

The Role of Oral Language in Writing

A key takeaway from this episode is how oral language development supports writing.
As Lindsay puts it: “If you can’t say it, you can’t write it.”
The hosts stress giving students time to talk, think aloud, and organize their ideas before writing. Structured conversations, sentence-level practice, and vocabulary use all strengthen students’ ability to compose meaningful written work.

Student Voice, Motivation, and Joy in Writing

As the discussion moves into composition, student voice takes center stage. Donell and Stacy reflect on how older students often lose confidence in writing when their voices aren’t valued. Teachers can bring joy back into writing by:

• Encouraging personal connections to prompts
• Allowing choice and opinions in responses
• Modeling writing alongside students
• Using creative activities like reporter notebooks or birthday interviews

When students see writing as a way to express their thoughts and experiences, they engage more deeply — and that’s when learning sticks.

Key Takeaways for Teachers

• Writing instruction is multi-layered: transcription, composition, and language all connect.
• Early and explicit handwriting instruction pays off in long-term writing fluency.
• Oral language is the foundation for written expression.
• Building student confidence and joy in writing makes all the difference.

Resources Mentioned in Episode 10

• The Simple and Not-So-Simple View of Writing (academic articles referenced by Donell)
• Research on alphabet knowledge and name writing as early indicators of writing success
• SRSD (Self-Regulated Strategy Development) strategies from Dr. Karen Harris and Dr. Leslie Laud
• Language Experience Approach (LEA) for connecting oral language to written text

Listen and Learn More

Listen to Episode 10: “Handwriting, Spelling, and Student Voice: A Writing Deep Dive”
Available now on ReadingHorizons.com/LiteracyTalks and wherever you get your podcasts.

The post Teaching Writing: From Handwriting to Student Voice – A Literacy Talks Deep Dive appeared first on Reading Horizons.

In the latest episode of Literacy Talks, our hosts Stacy Hurst, Donell Pons, and Lindsay Kemeny return with the third installment of a fan-favorite tradition: sharing their biggest science of reading pet peeves. This candid and often humorous episode surfaces deep concerns about what’s still holding educators back from achieving literacy success for all students.

From outdated beliefs to systemic issues, this conversation pulls no punches—and listener submissions prove that these frustrations are widely shared across classrooms and communities.

What’s Inside Episode 9 of Literacy Talks?

Each round of pet peeves brings new angles, but the core frustrations remain deeply relevant. Here’s a quick snapshot of what you’ll hear in Episode 9:

1. “Reading Will Be Obsolete”? Not So Fast.

Stacy kicks off with a jaw-dropping moment: a fellow professor suggesting reading will soon be unnecessary. The team unpacks the dangers of minimizing literacy in a tech-forward world.

2. Why Are We Still Here?

Donell shares her perennial peeve: Why are we still having basic conversations about dyslexia and evidence-based reading practices decades into the science of reading movement?

3. Stop Blaming Teachers

Lindsay dives into how the burden of literacy reform is unfairly placed on classroom teachers—often without the necessary training, tools, or support.

4. Intervention Needs an Overhaul

Stacy and Donell discuss the gap between general education and special education, and how interventionists are often underprepared to support struggling readers effectively.

5. Cut the Fluff (Phonics Crafts, Anyone?)

Phonics activities that prioritize glue over graphemes? The hosts argue for maximizing instructional time with meaningful practice.

6. Let Kids Choose What to Read

Listeners shared frustration over limiting student book choices based on arbitrary levels. The team advocates for preserving the joy of reading.

7. Assessments Are Only as Good as Their Follow-Through

Data without action is a wasted opportunity. The team stresses the importance of using screeners, like Acadience, meaningfully.

8. Can We Check Our Egos?

Professional growth only happens when we admit we don’t know it all. Donell and Lindsay emphasize the importance of humility in the literacy space.

9. Can Research Meet Real Life?

Educators want answers they can actually apply. The hosts highlight the need for better bridges between research and classroom practice.

Resources Mentioned in the Episode

• A History of Reading by Alberto Manguel
• Rock Your Literacy Block by Lindsay Kemeny
• Scarborough’s Reading Rope
• Acadience Learning

Related Episodes

• Pet Peeves, Part 1 (Season 1, Episode 3)
• Pet Peeves, Part 2 (Season 6, Episode 15)

Join the Conversation What are your literacy-related pet peeves? Share them with us in the Science of Reading Collective and they just might make it into our next episode.

The post Pet Peeves, Round 3: What Still Bothers Literacy Experts (and Why It Matters) appeared first on Reading Horizons.

Why Syllables Still Matter—But Not the Way You Think

Syllables are foundational units of language, but teaching them effectively isn’t as straightforward as once thought. Educators often debate how much time and emphasis to place on syllable division rules. The team emphasizes that:

• Syllable knowledge helps decoding and spelling but should be used as a scaffold, not a rigid framework.
• Labels like “closed syllable” or “open syllable” may help teachers, but might not always benefit young learners.
• For struggling readers, especially those with dyslexia, having a clear, systematic strategy can reduce cognitive overload and improve confidence.

The Research Behind the Conversation

Central to this discussion is Dr. Devin Kearns’ work on syllable division, particularly his findings on the reliability of syllable patterns:

• VCCV (vowel-consonant-consonant-vowel) patterns are generally reliable for syllable division.
• VCV (vowel-consonant-vowel) patterns, however, are much less consistent and may not be worth the instructional time required.

Read the key articles mentioned:

• On Eating Elephants and Teaching Syllabication” by Tim Shanahan
• Does English Have Useful Syllable Division Patterns? by Devin Kearns (2020)

When and How to Teach Syllable Division

The hosts discuss the value of teaching procedural strategies—such as Reading Horizons‘ “One will run” approach—for initial decoding, especially for learners who need a step-by-step guide.

However, they caution against:

• Spending too much instructional time on rigid rules.
• Overloading students with terminology (e.g., macron, breve, vowel team).
• Neglecting morphological instruction as students advance into more complex, multisyllabic words.

Embracing Flexibility and Morphology

As students grow, flexibility in decoding becomes crucial. Instead of relying solely on syllable division, educators should help students:

• Flex vowel sounds when initial attempts don’t yield recognizable words.
• Use morphemic strategies, especially when decoding Latin- and Greek-based words.
• Build orthographic mapping by connecting phonology, spelling, and meaning.

One example mentioned was the REWARDS program by Dr. Anita Archer, which teaches students to decode using prefixes, suffixes, and base words—a powerful approach for older or struggling readers.

Practical Takeaways for Teachers

1. Start with what’s most common: Focus on open and closed syllables, which make up ~75% of syllables in English.
2. Teach strategies, not just rules: Provide students with flexible tools to decode unfamiliar words.
3. Don’t skip meaning: Integrate vocabulary and comprehension by connecting spoken language to print.
4. Use scaffolds where needed: Systems like marking syllables or underlining morphemes can support early learning.
5. Adjust for your learners: What works for first graders may differ from what works for students with dyslexia or English learners.

Additional Resources Mentioned

• Unlocking Literacy by Marcia Henry
• Literacy Talks, past episodes

Final Thoughts

The episode encourages educators to stay open, flexible, and research-informed. As Lindsay says, “Don’t get too married to one approach.” Whether you’re working with early readers or supporting struggling older students, syllable instruction can—and should—evolve with both science and student needs.

Ready to Try These Strategies in Your Classroom?
Get a free teacher license to Reading Horizons Discovery and start applying proven syllable division techniques with your students today.
Claim Your Free License

The post Rethinking Syllable Instruction: What Science and Experience Say About Teaching Multisyllabic Words appeared first on Reading Horizons.

In this episode of Literacy Talks, Dr. Tiffany Hogan joins the hosts to explore one of the most essential but often overlooked aspects of literacy: the five language domains—phonology, morphology, syntax, semantics, and pragmatics. These domains form the foundation of how we understand, use, and teach language—and are central to effective literacy instruction.

This episode is packed with practical examples, research-backed insights, and encouragement for educators looking to deepen their understanding of how oral language fuels reading and comprehension.

What Are the Five Language Domains—and Why Do They Matter?

Dr. Hogan explains each domain with clarity:

• Phonology – The sounds of spoken language and how they are organized.
• Morphology – The structure of words and how word parts (like prefixes and suffixes) carry meaning.
• Syntax – The order of words in sentences and how sentence structures convey meaning.
• Semantics – Word meanings and how we build vocabulary and concept knowledge.
• Pragmatics – The social and contextual use of language, including inference and conversational skills.

Each domain plays a critical role in language development and literacy success, and they often overlap in complex ways that impact student learning.

Real-Life Classroom Connections to Language Development

Educators will recognize the everyday relevance of these domains—from helping students with irregular past tense verbs to supporting sentence construction and vocabulary depth. The conversation offers relatable stories, such as a classroom moment involving the Louisiana Purchase and syntax confusion, showing just how nuanced language instruction can be.

Dr. Hogan and the hosts also emphasize how awareness of these domains can empower teachers to support students more confidently, even when instruction gets complex.

Understanding Neurodiversity in Language Learning

A key takeaway from the episode is the importance of neurodiversity in language learning. Dr. Hogan discusses how students with dyslexia, developmental language disorder (DLD), and social communication difficulties may struggle in different domains—and how knowing the source of these struggles helps tailor support.

Importantly, she encourages educators to shift from a “fix it” mindset to one focused on creating supportive learning environments that embrace diversity in how children acquire and use language.

Why Teachers Need Systemic Support, Not Just Training

Dr. Hogan makes a powerful case for systemic change: instead of relying solely on teacher knowledge, schools must implement structures that support both word reading and language comprehension—in tandem and from early grades onward.

She points out that while tools like MTSS and screening exist for word reading, similar systems are still developing for oral language. Teachers need tools, resources, and collaborative partnerships (especially with SLPs) to fully meet the needs of all learners.

Bridging Research and Practice in Literacy Instruction

From citing recent studies to mentioning her work on the Reading for Understanding Initiative, Dr. Hogan explains how research has shown the importance of teaching language explicitly—and how essential it is that curriculum materials reflect this knowledge.

She also shares a hopeful vision for bridging gaps between speech-language pathologists, classroom teachers, and administrators so that instruction becomes more cohesive and impactful.

Supporting Language Development in All Learners

The hosts reflect on how understanding language domains helps support students who may not qualify for special services but still need oral language support in the classroom. Dr. Hogan affirms that language is not a constrained skill—it can be nurtured across a lifetime with the right strategies and instruction.

Teaching the Language Domains in Real Classrooms

For teachers wondering what to do next, Dr. Hogan recommends starting with awareness, using tools like AI for just-in-time support, and finding ways to co-learn with students. She also shares optimism about new tools and curricula that integrate language development more thoroughly and accessibly.

Helpful Links from Dr. Hogan and the Literacy Talks Team

Here are some of the key resources and references from the episode:

• The SAiL Literacy Lab – Dr. Hogan’s research lab
• Reading for Understanding Initiative Resources
• Cascade Reader – Syntactic comprehension support
• Julie Van Dyke and IDA’s special issue on Syntax
• Big Sky Literacy Summit
• Cubed Language Assessment
• OxEd and Assessment
• Speech to Print by Louisa Moats
• Fact sheets for DLD screening
• DLD screening: A Review of Screeners to Identify Risk of Developmental Language Disorder | American Journal of Speech-Language Pathology
• Let’s Know! Curriculum: Curriculum – Language and Reading Research Consortium
• Reading for Understanding Research Initiative
• Language Domains Infographic!

The post How Language Domains Shape Literacy: A Recap with Dr. Tiffany Hogan appeared first on Reading Horizons.

This blog post recaps the key takeaways and provides helpful links and resources for educators, administrators, and families who are focused on understanding dyslexia in schools.

Dr. Tim Odegard’s Lived Experience and Expertise

Dr. Odegard shares his powerful personal story of growing up with undiagnosed dyslexia—and the long-term emotional and physical costs of being unsupported by the educational system. This lived experience, paired with decades of research, gives him a unique voice in the conversation about dyslexia and school practices.

Listen to Tim describe how early academic struggle without support led to overcompensation, chronic stress, and health consequences—and why he’s committed to changing outcomes for today’s students.

Dyslexia and Mental Health: A Critical Connection

One of the most important insights in the episode is the strong correlation between reading struggles and mental health issues like anxiety and depression. Dr. Odegard explains that chronic academic stress, particularly when schools fail to intervene early, can have life-long emotional impacts.

Resource: Classroom Strategies to Address Anxiety in Children who Struggle with Reading by Sharon Vaughn, Ph.D. and Amie Grills, Ph.D.

Redefining Dyslexia: Why the Current Definition Falls Short

Dr. Odegard argues that it’s time to revisit how we define dyslexia. Today, we understand dyslexia not as a static diagnosis but as a continuum of risk and resilience, shaped by genetics, environment, and early experiences. Schools that treat it as a fixed condition may overlook opportunities to intervene and support students before the emotional toll deepens.

Dr. Odegard’s article in the 75th Anniversary Edition of IDA’s Perspectives Magazine, Structured Literacy: The Backbone of a Robust Literacy Ecosystem.

What Educators and Schools Can Do Differently

The episode outlines clear, research-based recommendations for how schools can better support students with dyslexia:

• Early Screening and Intervention: Waiting until third or fourth grade is too late. Intervening in K–2 can dramatically reduce the long-term academic and emotional impact.
• Integrated MTSS: Schools should integrate academic and behavioral supports—not treat them as separate systems.
• Build Trust: Dr. Odegard emphasizes that much of the legislation we see today stems from a lack of trust between families and schools. Schools must do the hard work of listening, acknowledging, and showing they care.

Download A Simple Guide to MTSS, Six Steps to Build an Effective Tiered Support System

A Parent’s Perspective: Lindsay’s Story

Midway through the episode, Lindsay joins the conversation and shares her son’s experience with dyslexia. From early signs in kindergarten to a diagnosis in second grade and ongoing depression, she reinforces the truth: reading ability and self-esteem are deeply connected.

As his reading improved, so did his confidence—a powerful reminder of why early, effective support matters.

Resources for Further Learning

Here are some of the most impactful tools and readings mentioned or inspired by the episode:

• Reading Horizons Science of Reading Collective — Free community for literacy educators with access to decodable texts, sound wall tools, and more.
• The Myth of Normal by Gabor Maté — Discussed by Dr. Odegard as influential in understanding the intersection of trauma, stress, and learning.
• Jon Kabat-Zinn’s Full Catastrophe Living — A foundational book on mindfulness and the mind-body connection, referenced by Dr. Odegard.

Final Thoughts: Why Understanding Dyslexia in Schools Matters

Dr. Odegard leaves us with a sobering reminder: students with untreated dyslexia can suffer deeply and silently. Schools must stop seeing dyslexia as an unchangeable diagnosis and start seeing their role as either a risk factor or a protective factor in a student’s life.

The stakes are higher than we think—but so is the potential for change.

Subscribe to Literacy Talks and never miss an episode that helps you grow as a literacy leader. Got questions or insights? Join the conversation in the Science of Reading Collective.

The post Understanding Dyslexia in Schools: What Educators Can Learn from Dr. Tim Odegard appeared first on Reading Horizons.

In this episode, Stacy and Jake recap their experiences, highlighting big takeaways for educators, coaches, and administrators who want to bridge the gap between cutting-edge research and day-to-day literacy instruction.

What Makes the SSSR Conference Unique?

Unlike many education conferences, the SSSR conference is first and foremost a research-focused event. Presenters are almost exclusively researchers from universities and related organizations, meaning the sessions are often “researchers talking to researchers.”

However, this year’s event broke new ground with its first-ever Practitioner Day, specifically designed for classroom teachers and instructional leaders. This addition gave attendees strategies they could immediately bring back to their students.

Practitioner Day: Turning Research into Practice

A standout session came from Dr. Matt Burns, who emphasized aligning assessment with instruction. His key points included:

• Assessment drives instruction – without it, teachers risk spending valuable minutes on less impactful activities.
• The “right” assessment can pinpoint why a student isn’t progressing.
• Twelve data points are ideal for making informed progress monitoring decisions.

Another highlight was Dr. Devin Kearns’s practical approach to teaching syllable division and simplifying terminology for students. Rather than overloading learners with technical terms, he recommended using straightforward language like “consonant teams” and focusing on flexibility when decoding multisyllabic words.

From Curriculum Comparisons to Teacher Knowledge

Jake Downs also presented his own research, comparing the performance of students using a long-standing Reading First-era curriculum with those learning from a newer Science of Reading-era curriculum. While both programs had strengths, students using the newer curriculum performed better on more complex decoding skills.

Other notable studies explored:

• Teacher knowledge and student outcomes – highlighting the need for stronger preparation for special education teachers, who often work with the most struggling readers.
• The role of coaching – with calls to make coaching practices more consistent across schools.
• Impact of professional development – such as LETRS training, which improved teacher knowledge but benefited from follow-up coaching to strengthen instructional decision-making.

Phonological Awareness, Oral Language, and Content Learning

Research from Shane Piasta and colleagues revealed that for preschoolers, a blend of phonological sensitivity and phonemic awareness instruction produced the best reading outcomes. This raises important questions about whether kindergarten instruction should also include broader phonological training alongside phonemic skills.

Several sessions also focused on oral language as a driver for content learning, reinforcing the idea that comprehension strategies work best when tied directly to building knowledge.

Technology, AI, and the Future of Literacy

One international study explored the use of AI-powered robots in classrooms. While engaging, these robots still made mistakes that young students noticed—undermining trust and confirming that technology works best as a teaching assistant, not a teacher replacement.

Other tech-related research modeled orthographic mapping using AI to estimate how many exposures are needed for sound-letter combinations and words to become automatic—a fascinating glimpse into how artificial intelligence could inform curriculum design.

Comprehension, Text Structure, and Word Difficulty

Presentations from Kay Wijekumar underscored the value of teaching students to recognize text structures to improve comprehension. Her work also highlighted the importance of involving principals and coaches in professional development to ensure instructional practices are well-supported.

Research from Laura Tortorelli examined factors that make words easier or harder to read, including age of acquisition—with later-learned words proving more difficult even when controlling for length and spelling patterns.

Why SSSR Matters for All Literacy Stakeholders

While the SSSR conference can be highly technical, it provides a vital look at where classroom strategies originate. Ideas and findings presented here often influence the literacy practices adopted in schools years later.

From refining assessment practices to integrating oral language and content learning, the studies showcased at SSSR provide educators with a clearer understanding of how to meet students’ needs more effectively.

Final Thought: Whether you’re a teacher, coach, or decision-maker, the Society for the Scientific Study of Reading conference offers a window into the future of literacy education—connecting the dots between rigorous research and the real-world classroom.

Check out Jake Downs’ Teaching Literacy Podcast on Spotify or Apple Podcasts!

The post Inside the Society for the Scientific Study of Reading Conference with Special Guest Jake Downs appeared first on Reading Horizons.

This post is Part 3 of a six-part series, “Inside the RH Method,” exploring how the science of reading connects to daily classroom practice.

The Five Phonetic Skills: More Than Just Syllable Patterns

Let’s face it: English is a tricky language to learn and teach. It’s full of surprises—especially when it comes to vowels. I can’t tell you how many times students (and teachers!) have thrown up their hands and said, “This doesn’t make any sense!” I’ll never forget the day when a kindergartner, upon learning about silent e, exclaimed, “You mean there are letters that DON’T make sounds?!” 

But here’s the thing—the English spelling system does make sense. You just need a framework that makes the patterns visible in a simple to more complex order, starting with long and short vowel sounds. That’s exactly what the Five Phonetic Skills in the Reading Horizons (RH) Method do.

Yes, they align with familiar syllable patterns (Closed, Open, VCe, and Vowel Teams), but they’re so much more than that. These five skills serve a few powerful purposes that go way beyond basic decoding.

Why the Five Phonetic Skills Matter

Here’s what they really do:

1. They help students figure out if a vowel is long or short.
   And this is huge. Vowels can spell so many different sounds depending on the letters around them (because English is graphotactic—meaning letter sounds, especially vowels, are often determined by letters that follow the vowel). That’s a complicated concept to explain, but this framework makes it doable—even for first graders.
2. They make spelling rules (especially suffixes) easier to teach.
   Seriously. Teaching kids when to double a consonant before adding -ed or -ing becomes so much simpler when they’ve learned Skills 1, 2, and 4.
3. They give students a clear way to understand the many jobs of “y.”
   Whether “y” is standing in for a long /e/ or a long /i/, or showing up in multisyllabic words, this framework makes it easy to explain and apply.
4. They unlock proficient syllabication.
   Once students can recognize these patterns and spellings for other vowel sounds, they’re ready to divide and conquer multisyllabic words. In fact, by teaching the first 3 phonetic skills, you’ve already taught around 72% of any type of syllable a student will encounter. RH’s 2 Decoding Skills build on this beautifully (but that’s a blog post for another day).

I’ve taught all of this in many instructional settings, currently in my tutoring, and I can tell you—it works. These aren’t just abstract rules. They’re tools students actually use when they read and write.

What the Skills Actually Are

Here’s a quick look at the Five Phonetic Skills as they’re taught in the RH Method.

Phonetic Skill 1

A vowel followed by one consonant sound = short vowel sound. (Think cat.)

Phonetic Skill 2

A vowel followed by two consonant sounds = short vowel sound. (Think jump.)
This one may feel like a repeat of Skill 1, but trust me—it’s essential when teaching how to add suffixes and how to identify syllables in multisyllabic words.

Phonetic Skill 3

A vowel at the end of a word or syllable = long vowel sound. (Think go or the first syllable of robot. This is a very common syllable type in multisyllabic words and some high frequency single-syllable words like go, me, and we).

Phonetic Skill 4

A silent “e” following another vowel and consonant makes the preceding vowel long. (Think made.)
This was one of my favorite things to teach as a first grade teacher because the RH Method made it so easy to explain and build on.

Phonetic Skill 5

Two specific adjacent vowel combinations (e.g. ea or ai) = one long vowel sound. (Think team or rain.)
This one’s also super helpful for teaching spelling patterns. For example, the long /ā/ sound at the end of a word is usually spelled “ay” (ray), while in the middle, it’s spelled “ai” (rain).

And yes—there are other vowel sounds (i.e. syllable types) that are neither long nor short (R-controlled vowels, -CLE, variant vowels (e.g. oo) and vowel diphthongs (e.g. oi and oy), and the RH Method teaches those too. But the Five Phonetic Skills come first for a reason. Once students have mastered them, they’re ready for more. And the progression makes sense, so students aren’t juggling a million rules all at once.

From Patterns to Proficiency

When I started using this method, I finally had a way to explain vowel sounds, suffixes, spelling rules, syllable division—even the role of “y”—in a way that didn’t leave students confused or overwhelmed. Combined with loads of practice applying these patterns through reading and spelling, students succeed! 

So no, the Five Phonetic Skills aren’t just certain syllable patterns. They’re a powerful framework for helping students unlock the logic behind the English language.

If you’re looking for a quick reference, you can grab the free bookmark with the Five Phonetic Skills and Two Decoding Skills here:
Download the Bookmark (PDF)

And if you’re new to the RH Method, I can’t recommend the free Teacher Edition of Reading Horizons Discovery enough. It’ll walk you through all of this in a way that’s clear, practical, and classroom-tested. Sign up today.

Happy decoding!

Read Part 2 in the series or move on to Part 4.

Stacy Hurst

Assistant Professor of Teacher Education

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in…

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in Education. Over her twenty-plus years as an educator, she has been a first-grade teacher, ELL teacher, literacy coach, and reading specialist. Her extensive experience includes coordinating and providing interventions for struggling readers and training teachers in structured approaches to literacy instruction. Stacy is the Chief Academic Advisor for Reading Horizons, co-author of a foundational literacy program, and a founding member of the Utah Literacy Coalition. She is passionate about literacy and believes that learning to read well is a civil right.

Read More >> << Read Less

The post The 5 Phonetic Skills You Need for Teaching Phonics Effectively appeared first on Reading Horizons.

This post is Part 2 of a six-part series, “Inside the RH Method,” exploring how the science of reading connects to daily classroom practice. Read Part 1 here.

Why I Was Skeptical About Marking Systems

When I was first introduced to the Reading Horizons method, I’ll admit I was skeptical about the marking system. As a first-grade teacher, I worried that asking students to add all these symbols and marks to words might confuse them—or worse, that they’d start sprinkling random markings into their writing. I had seen other phonics programs use what felt like overly complicated marking systems, and I wondered if this would be the same. After all, authentic text isn’t written with diacritical marks or syllable lines, and my goal was to help students read and write fluently in the real world.

How Marking Systems Support Effective Phonics Instruction

But as I implemented the method in my classroom, I began to see something that changed my perspective. The RH markings were actually more simplified than other systems I’d seen, and for my first graders, they accelerated their learning of spelling patterns and made it easier for them to apply those patterns when decoding. The marks weren’t a distraction; they were a scaffold. When students came to a word they didn’t know, they had a strategy — something concrete they could do to analyze the word. Rather than guessing or giving up, they marked the vowels, divided the syllables, and applied what they knew. Over time, I saw them become more independent and confident, often figuring out unfamiliar words on their own.

Helping Older Students with Effective Phonics Strategies

Later, as a reading specialist in my K-5 elementary school setting, I saw the same success with other beginning readers as well as older students who had struggled for years. In small groups, we kept a whiteboard handy so students could write down tricky words they encountered and work through them with markings. Most of the time, they solved the word on their own, and the next time they saw it in print, they often recognized it right away—something that rarely happened when they were just told the word. The process of marking and decoding seemed to help them internalize the word’s pattern and pronunciation, aligning with what we know about orthographic mapping: the brain connects sounds and spellings more quickly when students actively analyze and pronounce words.

Making the Invisible Visible in Effective Phonics Instruction

For me, the marking system became a way to give students a tool — a sort of manipulative — to help mediate the cognitive load of learning new patterns. By making the invisible visible, it allowed them to focus their mental energy on applying phonics rules rather than holding abstract information in their working memory. And while research hasn’t yet definitively answered the question of exactly when to fade multi-modal scaffolds like this, I always kept in mind that markings are a means to an end. The goal is for students’ brains to recognize patterns and words so automatically that they can focus fully on comprehending the text.

Why Marking Systems Are a Scaffold, Not a Forever Tool

Like any scaffold, markings need to be thoughtfully introduced and gradually removed as students gain proficiency. I don’t advocate for students marking every word forever. I see it as a powerful instructional support — one that gives students something to lean on while they build the mental pathways that make reading efficient and effortless.

There’s still much to learn about how marking systems can most effectively support students. But in the meantime, my many years of experience with the Reading Horizons method have shown me that a marking system, when used well, can make a big difference in helping students move from guessing to decoding with confidence and understanding.

See RH’s marking system in action — try Reading Horizons Discovery for free today!

Read Part 1 in the series or move on to Part 3.

Stacy Hurst

Assistant Professor of Teacher Education

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in…

Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah. Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in Education. Over her twenty-plus years as an educator, she has been a first-grade teacher, ELL teacher, literacy coach, and reading specialist. Her extensive experience includes coordinating and providing interventions for struggling readers and training teachers in structured approaches to literacy instruction. Stacy is the Chief Academic Advisor for Reading Horizons, co-author of a foundational literacy program, and a founding member of the Utah Literacy Coalition. She is passionate about literacy and believes that learning to read well is a civil right.

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Introduction: More Than a Conference—A Conversation

When the most influential minds in literacy gather not to lecture but to listen, something extraordinary happens. The 2025 Reading League Summit in Chicago wasn’t your typical conference—it was a curated space for civil discourse, courageous questions, and collaborative growth. This recap explores the atmosphere, themes, takeaways, and transformative power of the summit through the eyes of those who were there—and those who wish they had been.

A Summit with Purpose

Hosted by The Reading League, the summit was distinct from a traditional conference in both structure and tone. With just under 800 attendees, the event featured four carefully designed panels, each moderated by leading figures in literacy research and practice. The summit was framed by Andrea Setmeyer’s now widely praised “Goldilocks metaphor” on how research should be translated into practice: not too hot, not too cold—just right.

Setting the Tone: The Goldilocks Principle

Setmeyer encouraged attendees to consider three modes of research translation:

• Too hot: Overstating the research (e.g., “this always works”).
• Too cold: Dismissing research as irrelevant.
• Just right: Thoughtful, contextual translation that empowers educator judgment.

This framework shaped the tone of each panel and became a recurring reference throughout the summit.

The Panels: Themes, Debates, and Discoveries

Each panel used the Simple View of Reading as a loose framework. What followed was a series of illuminating, sometimes challenging, but always respectful discussions.

1. Models of Reading: Simple vs. Active

Moderated by Dr. Jose Viana, this panel brought together Wes Hoover (Simple View) and Nell Duke (Active View). Though proponents of different models, they agreed each model serves unique instructional goals. This mutual acknowledgment provided an anchor for the rest of the summit.

“We have different models of reading that serve different purposes.” —Andrea Setmeyer

2. Language Comprehension: Beyond Phonics

Dr. Tiffany Hogan led a panel that spotlighted the critical role of language, syntax, and morphology. A standout message: language instruction is as essential as word recognition—especially for multilingual learners.

3. Word Recognition: Letters, Phonemes, and the Middle Ground

This highly anticipated panel included Susan Brady and David Kilpatrick. They tackled hot topics like phoneme proficiency and whether to teach phonemic awareness with or without letters. While they didn’t fully agree, the civil tone and clarity of their positions highlighted the summit’s success in fostering respectful discourse.

4. Reading Comprehension: Background Knowledge and Strategy

The final panel, moderated by Dr. Mitchell Brookins, explored how background knowledge, vocabulary, and strategy instruction interact to shape comprehension. One key agreement: we must teach students how to acquire background knowledge, not just assume they have it.

Beyond the Panels: Serendipity, Synergy, and Small Moments

Attendees noted that some of the most profound learning happened between sessions—during meals, table conversations, and spontaneous Q&A moments. Researchers and educators were seen discussing real-time challenges, sharing ideas, and planning possible future collaborations. This spirit of synergy was palpable.

“There’s no tired like Summit tired… but the energy never dropped.” —Kari Kurto

What Made the Summit Work?

• Careful Curation: Each panelist and moderator was handpicked not only for their expertise but for their openness to dialogue.
• Pre-Work: Panels met several times before the summit, establishing trust and finding common ground in advance.
• Safe Environment: The space allowed for disagreement without division, fostering intellectual humility.

Educator Empowerment

The summit underscored a crucial truth: the translation of research into practice must center the educator’s judgment.

As Donell Pons noted, “There’s just no replacement for a good teacher with a strong background observing and responding to student needs.” Teachers were not passive recipients—they were active participants, sometimes even guiding researchers toward areas needing further exploration.

Looking Ahead

The Reading League team is already buzzing with ideas for the next summit, though no date has been announced. As they plan, they remain committed to responsive programming, shaped by what the field needs most.

“Research to practice is powerful—but we also need practice to inform research.” —Stacy Hurst

Final Thoughts

Whether you attended or followed along from afar, the 2025 Reading League Summit reminded us that literacy education is not about finding the final word, but opening the conversation.

Stay tuned. The next summit might just land closer than you think. Until then, let’s keep bridging research and practice—with care, curiosity, and courage. Watch the full-video podcast episode or listen to it online. Follow Literacy Talks on your favorite podcast streaming service.

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