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From outdated beliefs to systemic issues, this conversation pulls no punches—and listener submissions prove that these frustrations are widely shared across classrooms and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

What You’ll Hear in This Episode

• Personal paths into literacy work—from dyslexia advocacy and classroom experience to higher education and curriculum design.
• Reflections on how understanding dyslexia, phonics, and structured literacy has grown over the last four years.
• The role of research in refining instructional practice, especially influences from authors like David Kilpatrick, Sally Shaywitz, and Marianne Wolf.
• A nostalgic and inspiring look back at the original goals of the podcast—and how far it’s come.

Resources Mentioned in This Episode

Here are the books, authors, and organizations discussed—perfect for deepening your own science of reading journey:

• David Kilpatrick – Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
  Find on Amazon
• Sally Shaywitz – Overcoming Dyslexia
  Official Site
• Marianne Wolf – Proust and the Squid
  Find on Amazon
• Dr. Steve Dykstra – Noted for his “Bullseye Analogy” presentation at the Reading League Conference
  The Reading League
• Structured Literacy framework
  International Dyslexia Association on Structured Literacy
• Andrew Watson – The Goldilocks Map
  Author Site
• Daniel Willingham – When Can You Trust the Experts?
  Find on Amazon

Looking Back, Moving Forward

Reflecting on four years of progress, the hosts encourage listeners to consider: What has changed in your literacy practice since 2021? Whether you’re just starting or well into your journey, this episode reminds us that growth comes from staying curious, connected, and committed to better literacy for all.

Listen to the episode and access more resources here: Reading Horizons – Literacy Talks

The post 🎉 Celebrating 100 Episodes: Our Journey into the Science of Reading 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.

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 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.

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

As educators, we’re in the midst of a profound shift. Across the country, teachers, researchers, and policymakers are rallying behind one critical question: What does true science of reading instruction look like in practice?

It’s a vital question—because while research has provided us unprecedented insights into how the brain learns to read, translating those insights into effective daily instruction is another matter entirely.

One problem many teachers face is fragmentation. Resources exist in abundance, but too often they’re disconnected, leaving us to navigate a maze of strategies without a cohesive map. Even teachers dedicated to evidence-based methods can feel overwhelmed by the sheer volume of research and terminology, from orthographic mapping to Scarborough’s Reading Rope.

Scarborough’s Rope illustrates how skilled reading is woven from word recognition and language comprehension.

But there’s a deeper obstacle. Without a systematic method, foundational skills instruction becomes reactive rather than proactive. Teachers spend more time plugging gaps than building a strong, interconnected foundation. This isn’t just stressful for teachers—it’s ineffective for students who desperately need clear, structured learning pathways.

That’s why the Reading Horizons Method serves as a bridge between research and classroom practice. Developed by Charlotte Lockhart in the 1970s—yes, even back then—the RH Method was built on research that was available at the time like the First Grade Studies (Bond and Dykstra, 1967 and Jean Chall’s Work; Learning to Read: The Great Debate (Chall, 1967) . And because it was grounded in evidence, it has stood the test of time. The RH Method has been thoughtfully updated to align with ongoing research and the latest technology, making it both timeless and timely.

I’ve been using the RH Method since 2002 in nearly every instructional setting you can imagine: whole class, small group, one-on-one, tutoring—across Tiers 1 through 3. I’ve used the method to teach students from elementary through high school, as well as adults and English language learners of all ages. Today, I use it to help my preservice teachers learn more about the structure of English and understand what explicit, systematic phonics instruction actually looks like. I can say unequivocally: it works.

The RH Method focuses on phonics foundational skills that follows a structured progression, intentionally sequenced from simple to complex to reduce the cognitive load and support pattern recognition.. Unlike fragmented approaches that isolate phonics from the rest of instruction, RH integrates decoding, encoding, phonemic awareness, morphology, and grammar into a unified lesson structure. Students aren’t just learning to read—they’re gaining the tools and knowledge to become confident, capable learners.

I’ve witnessed the transformation in classrooms firsthand. Students gain confidence because the sequence makes sense—they’re not left guessing why a vowel changes its sound or how to separate a word into syllables. Teachers, too, gain confidence, and easily plan lessons that build logically day after day.

This is the promise of science of reading instruction in action: not just research for research’s sake, but a clear path which, when implemented, empowers both teachers and students. And in an era where reading outcomes have never mattered more, that clarity is essential.

If you’ve ever felt adrift amid reading research—or wondered how to truly implement evidence-based practices—I encourage you to explore the RH Method through our free Teacher Edition of Reading Horizons Discovery. It’s the perfect way to see how science can translate into daily teaching that works.

References:

Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2(4), 5–142.

Chall, J. S. (1967). Learning to read: The great debate. New York, NY: McGraw-Hill.

Start exploring science of reading instruction today — try Reading Horizons Discovery FREE!

Read Part 2 in the series.

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 Science of Reading Instruction: How the RH Method Transforms Teaching appeared first on Reading Horizons.

How can we best support multilingual learners in today’s diverse classrooms? According to Dr. Elsa Cárdenas-Hagan—a leading voice in bilingual education, literacy research, and teacher preparation—the answer lies in integrating Structured Literacy with cross-linguistic strategies that honor every student’s language and culture.

In a recent episode of Literacy Talks, Dr. Cárdenas-Hagan shared powerful insights from her decades of experience, weaving together research, personal stories, and practical tools to help educators unlock literacy for multilingual learners. This foundational conversation explores why Structured Literacy is not just effective but essential for linguistically diverse students—and how every teacher, regardless of background, can lead the way.

The Path from Speech-Language to Bilingual Literacy Leadership

Dr. Cárdenas-Hagan began her career in speech and language pathology, but a personal journey of identity led her to study linguistics in Mexico and Spain. This deepened her understanding of bilingualism—and ultimately shaped her passion for supporting English learners.

“I never realized how important that work was going to be for later in my career,” she reflected. “Our language wasn’t really celebrated, and we were punished for speaking our home language. We don’t want that for any child. We want every child to know: You are an asset. We honor your language and your culture”​.

Her work in head trauma rehabilitation also revealed the cognitive power of bilingualism: multilingual patients often recovered speech faster and experienced delayed onset of cognitive decline. These experiences laid the foundation for a teaching philosophy rooted in honoring language diversity and scientific rigor.

Structured Literacy: Not Just for Dyslexia

Structured Literacy is often associated with students with dyslexia, but Dr. Cárdenas-Hagan argues that its explicit, systematic approach is just as vital for multilingual learners.

“Here’s some extra features,” she said, “but guess what? It’s just good teaching.” The key, she explained, is not to isolate language learning from reading instruction, but to integrate them. “You are teaching the students in front of you to be metalinguistic. They begin thinking: What do I know about the sounds, the syntax, the morphology of this word?”

For the same reasons Structured Literacy is helpful for dyslexia, it is effective for multilingual learners. It’s just good teaching—with a few extra features.

Common Misconceptions About Teaching English Learners

One of the most pervasive barriers is the belief among teachers that they can’t effectively teach multilingual learners unless they speak the students’ home language. Dr. Cárdenas-Hagan pushes back on this assumption.

“You don’t have to know their language. You have to know something about the structure of their language, and then help them make connections,” she emphasized. Even teachers with EL certifications often lack training in how reading develops, how oral language impacts fluency, and how to explicitly teach cross-linguistic features.

This leads to another widespread challenge: overreliance on scaffolds like sentence stems. “Why do they need a sentence stem?” she asked. “Let’s get to the root. Do they understand the sounds? The words? The use?”

Oral Language as the Foundation

Language is the foundation of literacy—and that’s especially true for multilingual learners. Yet in many classrooms, oral language is overlooked or underdeveloped. Dr. Cárdenas-Hagan emphasized that deep, meaningful oral practice should precede reading and writing tasks.

When we start with language and systematically build upon it, we go from oracy to the highest level of written language,” she said. “Every time a child speaks to you, that’s data. And I need to respond to that.

Technology, she noted, has also impacted student language development, making intentional practice more essential than ever. Teachers, she argued, must model clear, enunciated speech and slow down their speaking rate to help students distinguish word boundaries.

Cross-Linguistic Connections and Morphological Awareness

A recurring theme in the conversation was the importance of teaching students to make connections between languages. One powerful strategy: teach students to recognize sounds and morphemes that transfer from their first language to English.

Dr. Cárdenas-Hagan described the correlation between phonological awareness in languages like Spanish and English.

In Spanish, 19 sounds are exactly the same as in English. That’s almost half the phonemic inventory—what an asset!

She emphasized how using simple tools like conceptual scoring or websites like mylanguages.org can help educators understand linguistic overlap, even if they don’t speak the language. Teachers can then build instruction around known sounds and expand into unfamiliar ones using “sound approximations.”

We have to go from what they know to what they need. That’s when you see language—and confidence—explode.

The Power of Morphology

One standout moment came when Dr. Cárdenas-Hagan shared how a college class on Greek and Latin roots transformed her vocabulary—and inspired her to bring morphology to young students, despite initial skepticism.

“I was told it wasn’t developmentally appropriate. But once they saw kids thriving, they said, ‘Oops, you were right,’” she recalled.

Morphology, she explained, is not just a vocabulary tool. It builds cognitive connections between words, supports spelling, and is especially beneficial for multilingual students who may already be familiar with multisyllabic, Latin-based words in their home language.

Equitable Assessment: Looking at the Whole Child

Dr. Cárdenas-Hagan also addressed inequities in how multilingual learners are assessed—particularly for dyslexia. “There’s under-identification in the early years and over-identification in the secondary years,” she warned.

Too often, schools assess only in English without considering a student’s literacy in their home language or the instructional context. This leads to incomplete or inaccurate conclusions. She advocates for conceptual assessments that look at what students can do in any language, not just what they can’t do in English.

One creative solution? Taco testing.

She laughed as she explained the concept—creating phonological tasks using sounds familiar across many languages. “You build a nonsense word like ‘taco,’ but the sounds are accessible to the student. Then add sounds that don’t transfer. That shows what they know vs. what’s unfamiliar. It’s funny, but it works!”

Policy Shifts and a Vision for the Future

When asked what policy changes she’d most like to see, Dr. Cárdenas-Hagan didn’t hesitate: start earlier, go deeper, and integrate language and literacy instruction.

She called for:

• Early exposure to foreign languages
• Cross-linguistic teacher preparation
• Simultaneous (not sequential) development of language and literacy
• Better interdisciplinary collaboration across general, EL, and special education
  

She also highlighted that the tools used for multilingual students benefit all learners.

Structured Literacy with linguistic adjustments helps every student. When we collaborate, align instruction, and see each child as an asset, outcomes improve for all.

Every Teacher is a Language Teacher

Ultimately, the takeaway is clear: Every educator—regardless of subject area—is also a teacher of language and literacy. That’s especially true as the number of multilingual students continues to grow.

“What gives me hope is that this is becoming a national conversation,” Dr. Cárdenas-Hagan said. “It won’t be if I teach multilingual learners, it will be how many.”

Educators equipped with Structured Literacy and cross-linguistic tools can change the trajectory of a student’s life. And for many, as she reminds us, you’ll be that teacher—the one they never forget.

Additional Resources

• Literacy Talks Season 7 Episode 11: What Dr. Elsa Cárdenas-Hagan Taught Us About Structured Literacy for Multilingual Learners
• YouTube Video: What Dr. Elsa Cárdenas-Hagan Taught Us About Structured Literacy for Multilingual Learners
• Mylanguages.org
• Dr. Elsa Cárdenas-Hagan’s book:  Literacy Foundations for English Learners

The post Structured Literacy for Multilingual Learners: Empowering Every Student Through Language appeared first on Reading Horizons.

In the evolving conversation around literacy instruction, the “what” of Structured Literacy—explicit instruction in phonics, phonemic awareness, fluency, vocabulary, and comprehension—often takes center stage. But in this episode of Literacy Talks, Dr. Louise Spear-Swerling makes a compelling case for turning our attention to the equally critical “how.”

With decades of experience as a teacher, researcher, and teacher-educator, Dr. Spear-Swerling shares her expertise on Structured Literacy instruction and how educators can ensure that it’s not only evidence-based, but also delivered effectively. This blog post dives into key insights from the episode and serves as a comprehensive guide for educators, administrators, and curriculum leaders looking to refine their approach to teaching reading.

What Is Structured Literacy—and Why the “How” Matters

Structured Literacy refers to instruction that is systematic, explicit, and grounded in decades of research on how children learn to read. It includes the “what”—the essential components of reading—and the “how”—the pedagogy that ensures those components are taught in ways students can access and apply.

While most teacher preparation programs include phonics instruction, Dr. Spear-Swerling argues that how phonics is taught is just as important as whether it’s taught at all:

If you teach ample phonics, but you do it in an ineffective way, that’s not so good. So how you teach is also important.

In other words, teaching phonics incidentally or without integration into other domains of literacy isn’t sufficient. Instruction must be intentional, connected, and designed to build from simple to complex.

The Pillars of Effective Structured Literacy Instruction

1. Explicit and Systematic Teaching

Dr. Spear-Swerling defines “explicit” instruction as teaching where the skills are modeled and practiced directly with students, rather than expecting students to infer them. “Systematic” refers to sequencing instruction in a way that moves from simple to more complex tasks, within and across literacy domains.

She emphasizes that good instruction doesn’t wait for mastery in one domain before introducing another. For example, comprehension can and should be developed even as students are still learning to decode:

Students do not need to master the foundational skills of word recognition before developing their comprehension abilities.

This is particularly crucial for early-grade teachers. Through practices like rich read-alouds, vocabulary development, and oral language activities, educators can lay the groundwork for strong comprehension from day one.

2. Assessment-Informed Instruction

Another core message from the episode is the importance of formative assessments to guide instruction. Rather than relying solely on end-of-year testing, Dr. Spear-Swerling recommends tools that help teachers pinpoint specific skills students need support with—especially in phonics and fluency.

For first grade, she highlights tools like:

• Core Phonics Survey: Organizes phonics skills from simple to complex and helps target instruction.
• Curriculum-Based Measures (CBM) like DIBELS or AIMSweb: Used for oral reading fluency and comprehension screening in mid-to-late first grade.
  

She explains that assessment data can help teachers distinguish whether students are struggling with decoding, fluency, or comprehension—and tailor support accordingly.

Understanding Reader Profiles: The Simple View in Action

Dr. Spear-Swerling emphasizes the importance of understanding students’ reading profiles through the lens of the Simple View of Reading, which posits that reading comprehension = word recognition × language comprehension.

From this model, she describes three common poor reader profiles:

1. Students with strong language comprehension but poor word recognition (often characteristic of dyslexia).
2. Students with strong word recognition but poor language comprehension (possibly due to limited exposure to language or English Learner status).
3. Students with deficits in both areas (potentially indicating a mixed reading disability or broader language disorder).
   

Knowing a student’s profile helps determine not only what to teach but also the intensity of support needed. Students with disabilities often require smaller group sizes, more guided practice, and consistent progress monitoring.

Students who have disabilities will learn too, but they often need a smaller group size, more opportunities for practice, more opportunities to respond.

Early Intervention: Catching Vulnerabilities Before They Grow

One of the most powerful segments of the podcast is Dr. Spear-Swerling’s reflection on early intervention. She shares a story about a student with a family history of dyslexia who received one-on-one Structured Literacy instruction starting in kindergarten. By third grade, this student was not only decoding at grade level—he had surpassed expectations in spelling and fluency.

This anecdote reinforces that timely, intensive support can change a student’s academic trajectory. However, she notes that such intensive instruction is often not feasible at scale in public schools. That’s where early screening, educator training, and prioritization come into play.

Teacher Preparation: A Persistent Challenge

Despite improvements in awareness and standards, Dr. Spear-Swerling identifies teacher preparation—especially for pre-service general education teachers—as one of the biggest ongoing challenges. Many programs still fail to provide adequate depth in reading instruction, assessment, and how to integrate pedagogy with knowledge of the reading brain. The hard part is prioritization. You’re not going to do everything equally well… What are the things that are really important for that first-year teacher to know?

The hard part is prioritization. You’re not going to do everything equally well… What are the things that are really important for that first-year teacher to know?

She lists these as top priorities:

• Understanding the components of reading and writing
• Using assessment to inform instruction
• Teaching spelling and written expression
• Knowing how to model and scaffold skills explicitly

Teacher educators must balance limited time with the need to deeply equip candidates—and that requires difficult decisions about what to emphasize.

Encouraging Signs and Systemic Opportunities

Despite the challenges, Dr. Spear-Swerling sees encouraging signs. Reviews by the National Council on Teacher Quality (NCTQ) show improvement in how reading is taught in teacher prep programs. Initiatives in states like Mississippi show that with the right support, systemic change is possible.

She also credits the collaborative spirit behind the recent Perspectives 75th anniversary issue, noting how many contributing researchers share a belief in the power of instruction to help children:

There’s a shared belief in the power of instruction to help children who have reading difficulties.

Practical Takeaways for Educators

Whether you’re a first-year teacher, a reading specialist, or a curriculum leader, the episode offers key action points:

• Use assessments purposefully. Tools like the Core Phonics Survey and CBMs can target instruction with precision.
• Don’t delay comprehension work. Use read-alouds and vocabulary development to grow oral language while students build decoding skills.
• Recognize reader profiles. Tailor instruction based on a student’s pattern of strengths and needs.
• Push for better prep and PD. Advocate for more robust training in Structured Literacy and how to teach it well.
• Intervene early and often. Intensity and timing can make the difference between struggle and success.

Final Thoughts

The science of reading continues to gain traction—but without effective implementation, knowledge isn’t enough. Dr. Louise Spear-Swerling’s insights remind us that the how of instruction is just as essential as the what.

When we combine research-based practices with intentional, responsive teaching, we empower all students to become confident, competent readers.

Structured literacy is an approach that tries really hard to avoid unintentionally confusing children.

And that clarity, consistency, and care in how we teach may be the most powerful tool we have.

The post How to Teach Structured Literacy Effectively appeared first on Reading Horizons.

By Dr. Kristen Killian

English is a morphophonemic language. So, what is a morpheme? In linguistics, morphology is the principles by which words are formed and how they relate to one another within a language (Arnoff & Fudeman, 2022). We can teach morphology from the primary grades on.

Morphology instruction is supported throughout the research.

Scarsborough’s Reading Rope

The Simple View of Reading

The Active View of Reading

Four-Part Processing Model for Word Recognition

1. Improves Vocabulary: Understanding the root words, prefixes, and suffixes helps students deduce the meaning of unfamiliar words, expanding their vocabulary.
2. Enhances Reading Comprehension: Morphological awareness allows students to break down complex words into manageable parts, making it easier to understand text.
3. Supports Spelling Skills: Students can improve their spelling abilities by learning the patterns and structures of words.
4. Promotes Critical Thinking: Analyzing word structures encourages students to think critically about language and its usage.

Let’s Practice

• A morpheme is the smallest part of a word that holds meaning.
  • For example, in the word uncool, there are two morphemes, or two parts that hold meaning. (un-cool)
• Students need to explore the “meaningful parts” in acts of linguistic Lego.
• Let’s try out the word morphology. It has two bound morphemes (morph-ology).
  • Morph cannot stand alone, making it a bound morpheme that means to change. 
  • Ology cannot stand alone, making it a bound form meaning the study of. 
• Let’s try out the word preschool.
  • Pre is a bound morpheme meaning before.
  • School is a free morpheme because it can stand alone.

We can place morphology within a network of words.

What about a simple routine?

Morphology and Integration

Subject integration has numerous benefits in elementary education. It allows students to see connections between different subjects, promoting a holistic and interconnected understanding of the world. It also encourages creativity and critical thinking, as students are challenged to apply their knowledge across different subjects. Additionally, subject integration promotes collaboration and teamwork, as students work together to solve problems and complete interdisciplinary projects. 

[E-MAIL COURSE] The Educator’s Guide to AI-Powered Reading Instruction

The post What Is Morphology and Why Is It Important? appeared first on Reading Horizons.