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.

Episode Summary: Why MTSS is the Framework Schools Need Now

This episode unpacks the shift from RTI (Response to Intervention) to MTSS (Multi-Tiered System of Supports), highlighting how the new model centers on proactive, systemic change rather than reactive, student-by-student fixes.

Key takeaways include:

• The Difference Between RTI and MTSS: MTSS zooms out to focus on system-level responsibility rather than viewing student struggles as isolated issues.
• Tier 1 is Not a Starting Point—It’s the Foundation: Dr. Brown and Dr. Stollar stress that an effective MTSS model hinges on strong, evidence-based Tier 1 instruction for all students.
• MTSS + Science of Reading = Real Change: The guests emphasize the synergy between the science of reading and a well-implemented MTSS framework.
• Teachers Deserve to See Results: When MTSS is working, educators see the payoff of their hard work in real student growth—boosting retention, satisfaction, and confidence.
• The Power of Assessment: Knowing what to teach and whether instruction is working hinges on smart data collection and interpretation using tools like Acadience Reading or FastBridge.
• Community and Collaboration: From classroom teachers to administrators to parents, MTSS brings everyone into the conversation and empowers collective action.

“Teachers are always working hard… many leave because they don’t see the payoff for that hard work. MTSS can change that.” — Dr. Stephanie Stollar

Resources Mentioned in the Episode

MTSS for Reading Improvement – The Book

A comprehensive, practical guide for school leaders and educators. Includes free downloadable agendas and data protocols.
Order the Book + Free Resources

Facilitator Collaborative for Book Study

Dr. Brown and Dr. Stollar are offering materials and guidance for hosting a school-wide book study.
Join the Facilitator Collaborative

MTSS for Reading Improvement Conference – December Workshop

An in-person professional development opportunity with hands-on guidance from the authors.
Register for the December Workshop

Extend Your Learning

Watch a recording of our webinar: MTSS Made Simple: The Six-Step Blueprint for Success
Watch the Recording Today!

The post Empowering Educators Through MTSS: Transforming Reading Instruction One System at a Time appeared first on Reading Horizons.

The Literacy Talks team—Stacy Hurst, Lindsay Kemeny, and Donell Pons—attended the Big Sky Literacy Summit, a gathering known for its intimate setting and advanced conversations on the science of literacy. This year’s theme, Language Is Everything, carried through every keynote, panel, and breakout session.

Cookies, Connections, and Conference Culture

One lighthearted thread of the conference was the now-famous “last cookie” story, reminding us that Big Sky is as much about connection and community as it is about research and practice. Smaller in scale than other literacy conferences, Big Sky fosters repeated, meaningful interactions among attendees and presenters.

Keynotes and Sessions That Stood Out

The hosts reflected on impactful presentations, including:

• Louisa Moats on teacher knowledge and the courage to innovate.
• Dr. Julie Van Dyke on the critical role of syntax in comprehension.
• Dr. Charles Hulme introducing his Reading is Language (RIL) Model.
• Elsa Cárdenas-Hagan on language, heritage, and the importance of honoring students’ identities.
• Dr. Bruce Perry on trauma and its impact on learning.

Powerful Takeaways for Educators

• Oral language is foundational. Comprehension begins with spoken language, not just print.
• Teacher knowledge matters. As Moats shared, educators can’t be innovators without deep knowledge.
• Language instruction must be intentional. Myths around literacy instruction were unpacked, emphasizing that explicit language teaching benefits all learners.
• Parents are partners. Several sessions highlighted the untapped potential of parent training in early language development.

Resources Mentioned at the Summit

Here are some of the tools and references highlighted during the episode:

• Cascade Reader – a free online tool for supporting syntax and comprehension (mentioned by Dr. Julie Van Dyke).
• Story Champs – oral language and narrative intervention program (Doug Petersen).
• Strive for Five Framework – strategies for meaningful language interactions.
• Scarborough’s Reading Rope – a widely used infographic to understand reading development.
• Dr. Louisa Moats – resources on teacher knowledge and the science of reading.

Looking Ahead

The Big Sky Literacy Summit left participants energized, challenged, and inspired to bring stronger language and literacy practices back to their classrooms. As one host reflected: “We’re not in competition with each other. We’re here to change the world.”

The post 2025 Big Sky Literacy Summit Recap: Keynotes, Cookies, and Classroom Insights appeared first on Reading Horizons.

This post is Part 4 of a six-part series, “Inside the RH Method,” exploring how the science of reading connects to daily classroom practice.

If there’s one universal truth among teachers, it’s this: there’s never enough time in the day—especially in the reading block. Between planning, prepping, and keeping students engaged, the literacy block can easily become overwhelming. I’ve been there as a classroom teacher, a literacy coach, and now as a professor working with future educators. I’ve felt the same tension that so many of you feel each day—how to simplify your reading block while delivering instruction that’s meaningful, engaging, and research-based. 

Planning an effective literacy block can take hours—sorting through activities, organizing materials, and managing transitions. Teachers want to implement evidence-based instructional routines, but the sheer amount of options can feel overwhelming.

That’s why a simple, repeatable framework makes such a difference. It saves valuable planning time, streamlines instruction, and gives students the consistency they need to thrive. With a steady structure in place, teachers can focus less on managing and more on teaching, while students experience reading as a clear, connected journey.That’s precisely why the Reading Horizons (RH) Method includes the Daily Core 4 Routine. Grounded in the evidence-based principles of structured literacy instruction, it’s one of the most powerful time-saving practices—and one of the reasons RH has become such a trusted resource for teachers across the country.

The Daily Core 4 Routine breaks each literacy block into four essential components:

1. Review (5 minutes): Revisit previously taught skills to strengthen prior learning and build readiness for new learning.
2. Instruction (5–10 minutes): Teach a new skill explicitly and systematically, modeling the concept and process clearly for students.
3. Dictation (10–15 minutes): Guide students in multisensory practice—hearing it, saying it, writing it, and reading it—with feedback. This step builds accurate and automatic phoneme–grapheme mapping of the newly learned orthographic pattern.
4. Transfer (20–30 minutes): Guide students in applying the new skill through structured reading of words, sentences, and decodable or controlled text—first chorally, then with a partner, and finally independently. The focus here is on building fluent reading with feedback from the teacher as needed.

If you’re familiar with the gradual release of responsibility model (“I do, we do, you do”), the Daily Core 4 will feel like second nature—it follows that same progression in a simple, repeatable structure.

By using this structure, teachers experience multiple benefits. First, it simplifies planning. Instead of creating separate lesson plans for different days, teachers can anchor every lesson in the same reliable flow. Second, it provides students with consistency—a critical component for learning. They know what to expect, which reduces anxiety and increases engagement.

Another powerful element is the connection to the science of reading. Each piece of the Daily Core 4 is designed to align with cognitive principles of how students acquire and retain reading skills. Dictation, for instance, connects multiple brain pathways by integrating listening, speaking, writing, and reading—a perfect example of multisensory instruction.

When I implemented the Daily Core 4 in my own classroom, I noticed its value. My students were more focused and less fatigued. And I was less overwhelmed because I wasn’t reinventing my routine every day. Instead, I could focus on the joy of teaching and the progress my students were making.

If you’re searching for a way to simplify your reading block without sacrificing instructional quality, I can’t recommend the Daily Core 4 enough. It’s efficient, research-aligned, teacher-friendly, and student-centered.

To see how easily this routine can fit into your own classroom, I invite you to explore the free Teacher Edition of Reading Horizons Discovery. It’s an opportunity to simplify your teaching—and help your students thrive.

Make your reading block easier — start free with RH Discovery!

Read Part 3 in the series or move on to Part 5, coming soon.

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 How to Simplify Your Reading Block with the Daily Core 4 Routine 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.

Why a “Reading Reset” Matters

As Lindsay points out, the beginning of the year is a natural time to reflect on teaching practices—what worked, what didn’t, and what can be improved. Donell frames the conversation around seeing each year as an opportunity to refine and adjust, rather than overhaul. Stacy highlights how even small tweaks, guided by reflection and data, can lead to significant improvement over time. These are key elements of effective back to school reading strategies.

The Foundations: Structured Literacy & Science of Reading

A key focus of this episode is on the components of Structured Literacy, which align with the Science of Reading. Donell revisits foundational elements such as:

• Phonemic Awareness
• Phonics
• Orthography
• Morphology
• Vocabulary
• Syntax
• Discourse Comprehension

For educators seeking to deepen their understanding, the hosts recommend reviewing past podcast episodes on Structured Literacy and checking out Louise Spear-Swerling’s work, including her book, The Power of RTI and Reading Profiles. Her insights into discourse comprehension and the importance of integrating reading components are especially valuable.

Listen to our past episodes on Structured Literacy here: Structured Literacy Series

Seven Mighty Moves for Literacy Success

Lindsay highlights her book, Seven Mighty Moves, which organizes key instructional shifts she made based on evidence-based practices. These include:

• Teaching phonemic awareness intentionally
• Explicit phonics instruction
• Intentional fluency practice
• Strategic use of reading strategies
• Emphasizing vocabulary and background knowledge
• Centering text in instruction

Explore Lindsay’s resources: Seven Mighty Moves

Making Data Work for You

Both Lindsay and Stacy stress the importance of using data to understand student needs. Lindsay shares how she uses end-of-year data from kindergarten (like Acadience) to form student groups and plan early interventions. Stacy emphasizes the importance of interpreting data through frameworks like the Simple View of Reading and Scarborough’s Reading Rope.

Learn more about Acadience Reading Review Scarborough’s Reading Rope.

Integrating Core Reading Skills into Daily Practice

One of the episode’s most practical discussions centers on how to integrate key reading components into everyday teaching. Lindsay reminds listeners that while instruction may be segmented (phonics, vocabulary, comprehension), the goal is integration. Teachers can begin with small, manageable changes that accumulate over time. Donell and Stacy emphasize that understanding data and knowing student profiles are crucial for delivering targeted, effective instruction. These tips are foundational to strong back to school reading strategies.

Challenges and Support for New Teachers

Stacy offers thoughtful advice for new teachers, including:

• Play the “rookie card” to ask questions and seek help.
• Learn student names and build relationships early.
• Use data not only to identify needs but also to celebrate growth.

She also recommends using familiar models and theories (like the Simple View of Reading) to guide instruction and assessment choices.

Resetting as a Tutor

Donnell shares her unique perspective as a tutor, emphasizing how goal setting and student interest help maintain motivation year-round. She also discusses the long journey of supporting students with dyslexia, highlighting the importance of persistence and individualization.

Keeping Momentum Alive

The hosts agree that maintaining momentum is about setting realistic goals, celebrating small wins, and having a support system. Lindsay suggests doing early assessments to track progress and using that data to keep motivated. Stacy adds that looking for students’ strengths can help inform instruction and sustain energy through the year.

Final Thoughts

This episode is a rich reminder that a “Reading Reset” doesn’t require a full-scale overhaul. Instead, it’s about thoughtful reflection, strategic adjustments, and consistent effort. Whether you’re setting up your classroom, analyzing data, or planning phonics lessons, each small step contributes to stronger outcomes for students. By following these back to school reading strategies, educators can start the year grounded in research and purpose.

Resources Mentioned:

• Structured Literacy Episodes – Literacy Talks
• Louise Spear-Swerling: The Power of RTI and Reading Profiles
• Seven Mighty Moves by Lindsay Kemeny
• Acadience Learning
• Scarborough’s Reading Rope
• Reading Horizons At-Home Resources

Stay tuned for upcoming episodes, which will dive deeper into many of the themes discussed here. Let this be the year your reading instruction resets and re-energizes!

The post Reading Reset: Kicking Off the School Year with a Fresh Start in Literacy Instruction 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.

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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.

Read More >> << Read Less

The post Effective Phonics Instruction: My Journey with Marking Systems appeared first on Reading Horizons.