2. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Print-Sound-Story-Talk A Successful Early Reading First Program ASHA November 20, 2004 Michael Towey, CCC-SLP Jennifer Whitcomb, CCC-SLP Candice Bray, Sc.D.

3. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Presenters Michael Towey, CCC-SLP Jennifer Whitcomb, CCC-SLP Waldo County General Hospital PO Box 287 118 Northport Avenue Belfast, ME 04915 (207) 338-9349 speech@wcgh.org

4. WCGH Belfast, ME (207) 338-9349 Presenters Candice Bray, Sc.D. Camden, ME. (207) 236-6038 giraffe@midcoast.com

5. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 High Rates of Poverty Children from poverty & diversity are most at-risk of reading failure & academic under- achievement. The Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act (US Department of Education, 1998)

6. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 High Unemployment & Taxes Low Wages Loss of Jobs What children hear: Poverty 62,000 Words/Week Working Family. 125,000 Words/Week Professional Family 215,000 Words/Week

7. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Our ERF Grant Inaugural 30 nationwide. $2.5 Million 150 children. Nine locations. ECIP & 4 y/o Now in 2 nd year. Small local agency Highly collaborative three school systems, local providers, Head Start, nine locations in three communities, schools churches, private ECIP, schools, spread over 30 mile radius. Training “It’s a gem.” G. Reid Lyon August 26, 2004

8. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Training Completed High Scope Teacher Workshops (2 hr): Language Explicit Lit Phonological Teacher Assessments & Feedback Book Share Lessons Classroom Modeling Summer Conference Parent Training

9. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 “Explicit instruction is the first critical component of a balanced, comprehensive reading program. Sound awareness, letter knowledge, and vocabulary are essential foundations…” Intention – Purposeful -Metacognitive Snow, Catherine E., Burns, M. Susan, and Griffin, Peg. Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press, 1998

10. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Embedded Explicit 1.Child Directed 2.Adult as Facilitator 3.Contextualized 4.Informal 5.Naturalistic 6.Relationship Based 7.Print Environment 1.Adult Directed 2.Selected Goals/Skills 3.Structure/Sequence 4.Directs Attention 5.Targeted Elicitation 6.Repeated Practice 7.Metacognitive Justice, L, & Kadervek, J. LSHSS. Vol 35 July 2004

11. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Embedded-Explicit Literacy Intervention Emphasizes practices from both orientations; High quality daily program - naturalistic- meaningful – intentional - highly contextualized interactions with oral and written language AND focused therapeutic teacher directed interventions to explicitly target skills linked most critically to reading success – additional effort for children who are treatment resistant. Justice, L, & Kadervek, J. LSHSS. Vol 35 July 2004

12. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Maine Learning Results English Language Arts PRE-K-2 74% = EBP A. PROCESS OF READING 71% B. LITERATURE AND CULTURE 80% C. LANGUAGE AND IMAGES 66% D. INFORMATIONAL TEXTS 100% E. PROCESSES OF WRITING/SPEAKING 100% F. STANDARD ENGLISH CONVENTIONS 16% G. STYLISTIC/RHETORICAL ASPECTS OF WRITING & SPEAKING 100% H. RESEARCH/WRITING & SPEAKING 66%

13. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Benchmarks for Reading Kindergarten Accomplishments 69% (20 of 29) Snow, C. E., Burns, M. S., and Griffin, P. Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press, 1998, 80-83. Embedded- Explicit literacy skills targeted & achieved.

14. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Situational Mastery Metacognition Repetition Explicit Scope & Sequence Make It Your Own Do A Few Things Well Foundational Beliefs

15. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 “It has made us..begin to wonder whether the picture of language acquisition offered to date does not under represent the actual patterns of the linguistic knowledge of the young child.. Carol Fleisher Feldman An analysis by eight scholars of a two-year old child's pre-sleep monologues and conversations with her parents at bedtime, taped over a 15-month period. The study yields insights into language development and the capacity for understanding, imagining, and making inferences and solving problems. Ann Nelson, Katherine (ed). Narratives From The Crib. Cambridge. Harvard University Press June, 1989

16. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Repetition “To preschoolers repetition isn’t boring, because each time they watch something they are experiencing it in a different way.” Gladwell, Malcolm. The Tipping Point. Boston. Little, Brown & Company. Pp125. 2002

17. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Creating a Literacy Rich Environment

18. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Morning Message Board Cubbies - Names & Symbols Picture Symbol with Name Signing In

19. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Morning Message Activities Segment words in sentences Count words in sentences Segment syllables in words: Arm Tapping Blend syllables in words: listen and tell me what I am trying to say: /to/ /day/ Generate syllables: who can give me a word with 2 syllables (helper)

20. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Morning Message Activities Find a word that begins like your name Find a word that begins with /sound/ Give me a word that rhymes with we? Can you find two words with the same first/last letter/sound? Point to all the t’s /t/ you can find

21. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Using Your Resources & Time Breakfast/Snack/Lunch: Cereal Boxes, Breakfast Menu, Recipes,….. Schedule for the Day: pictures and print! Any other recipes: play dough,puff paint (shaving cream/white glue) etc. Poetry Charts Song Charts Print & Books Everywhere

22. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Breakfast Menu Apple Juice Pancakes Raisins

23. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Cereal Play I see a color that rhymes with bed Give me a word that rhymes with crunch Find the letter that says /k/ Find the letter p, what does it say

24. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Post All Recipes Read the recipe Find words with certain sounds Segment words Tell me a word that begins the same is dough! Make a class recipe book.

25. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Music and Print Make Song Charts Point as you sing Play with words and sounds: rhyme, word to word count, syllable segmentation, phoneme activities

26. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Book Play Word to word segmentation Syllable segmentation Syllable blending Alliteration: On Monday the caterpillar ate (all with /m/):

27. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 v Phonological Processing Phonemic Awareness Auditory Processing

28. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Beginning Sounds

29. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349

30. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Sorting by Rhyming Patterns

31. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Teacher Training Language Booksharing Joint Review & Practice Classroom

32. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Six Areas of Focus Bookshare Print Conventions Concepts of Words Alphabet Knowledge Vocabulary Phonological Awareness Narrative Structure

33. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Prompts With A Picture Focus Character focus: Who is that? Action Focus: What is he doing? Perceptual Focus: What color is he?

34. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Prompts With A Print Focus Print Conventions Where is the front of this book? Show me which way I need to read. What do you think the bird is saying up there?

35. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Prompts With A Print Focus Concept of Word How many words are on this page? Where is the first word on this page? Show me just one word on this page.

36. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Prompts With A Print Focus Alphabet Knowledge Where is the letter B on this page? Does anyone see any letters in their name? What two letters in this word are the same?

37. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Prompts With A Print Focus Print Referencing Strategies Nonverbal behaviors –Tracking the print –Pointing to print Verbal behaviors –Questions about print (Is that a D?) –Comments about print (That says “HELP”) –Requests about print (Show me where to read) –What’s next? Where?

38. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Common Literary Devices You ate beans at Moody’s? I’ve got an idea! YO! Yes. Run, Forest, Run. SLP Woosh

39. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Development of Narrative STAGE 1: 2-3 yr Labels & Descriptions. STAGE 2: 3-4 yr Actions/Sequenced Actions. STAGE 3: 4-5 yr Cause/Effect. STAGE 4: 5-6 yr Psychological Cause Effect. STAGE 5 7-8 yr. Development of Plot.

40. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Setting: Character description &story context Initiating event: Influences character to act. Response: Character reaction in initiating event. Plan: Character's strategy for attaining goal. Direct Consequence: Character success/failure Reaction: Character's feelings re: direct consequence. Joint Book Reading Story Schema

41. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 RegisterExplanation Frozen Language that is always the same. For example: Lord’s prayer, wedding vows, etc. Formal The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice. Consultative Formal register when used in conversation. Discourse pattern not quite as direct as formal register. Casual Language between friends and is characterized by a 400-800 word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete. Intimate Language between lovers or twins. Language of sexual harassment.

42. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Diagnostic Book Share Plans Teacher Focus Available In All Classrooms Explicit Embedded Emergent Literacy Book List

43. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Teacher Diagnostic Bookshare Plan

44. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349

45. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 6. Story Structure (main character, setting, initiating event, responses, etc.) Maine character: Dog driving stuck truck. Setting: On a road. Initiating event: Truck gets stuck in hole. Problems & attempts w/resolutions: different vehicles but can’t get truck out Solution: Tow truck pulls truck out.

46. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Teacher Prompt Pattern & Rhyming Dump truck comin’ down the road. Dump truck haulin’ a great big load.” Load rhymes with road. Road, Load. They Rhyme! Dump truck comin’ down the road. Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big LLL___. Do similar prompts for roll and hole.

47. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Our Selected Books Embedded-Explicit Literacy Instruction 1.The Hungry Thing 2.Hop On Pop 3.Sheep In A Jeep 4.A Frog In The Bog 5.Miss Spider’s ABC 6.Bears In The Night 7.One Cow Moo Moo 8.Three Little Pigs 9.Hungry Caterpillar 10.My Truck Is Stuck 11.The Old Lady Who Swallowed A Fly 12.Very Lazy Ladybug 13.Splish Splash Spring 14.Duck In The truck 15.The Three Bears

48. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000 Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003 Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999

49. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Core Requirements: For Effective Early Reading Orton Dyslexia Society (1997) Conceptual Foundations: Literacy development & scientific underpinnings for understanding Knowledge of Language: Structure, sounds & relationship to meaning, grammatical structure Supervised practice in intervention strategies. Snow, C., et al. Preventing Reading Difficulties In Young Children. National Academic Press. 1998 pp 298

50. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Belfast Embedded Explicit Prompting Strategies BEEPS © PEFORMANCE ASSESSMENT OF TEACHERS Feedback Enhanced Classroom Skills

51. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Belfast Embedded Explicit Prompting Strategies (BEEPS © ) 1.Number Prompt 2.Print Prompt 3.Word Concepts 4.Phonological 5.Rhyming 6.Rhyming Prompt 7.Alphabet 8.Text to Life 9.Vocabulary 10.Predictive 11.Expansion/Model 12.Pause 13.Picture Focus 14.Sentence Prompt 15.Instructional 16.Lead Follow 17.Re-attend 18.Question 19.Text Presentation

52. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Belfast Explicit Embedded Prompting Strategies BEEPS© 2003 DEFINITIONS Numbers 1-9 listed below are ‘explicit’ strategies – those proven to be the most effective and powerful skills for children to acquire to become competent readers. These must be purposefully and repeatedly embedded in book sharing activities with children. Numbers 10 through 16 are those prompts effective in improving and enhancing child language development. Strategies 10-20 are used to provide cohesion, to help develop attention and language competence. In effective explicit embedded literacy activities, 60% of teacher responses/prompts would include a blend of strategies 1 through 8, based on the Book Share Lesson Plan. The target teacher-child response ratio is 60:40.

53. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 1. Concept of Word: Explicit attempt to elicit from the child a comment about a word in the text that includes; drawing attention to a specific word, asking the child to predict what the word says, or to: “Find a word,” “Find the first word,” or “Find the first word.” This is a prompt that attends to a specific word in the text or an aspect of a word. “Show me just one word on this page.” “How many words are on this page?” “Where is the first word on this page?” 2. Print Conventions: Prompts involving reference to word print in the book. Includes specific attention to book conventions, author, book covers and terms such as “spine”. Involves pointing to the location of the text, asking children to anticipate where the next text will appear on the page, attention to literary devices, fonts or other print related strategies. “Where is the front of this book?” “Show me which way I need to read.” “What do you think the bird is saying up there?” (indicating a literary device such as a text bubble). 3. Alphabet Knowledge: Attention to information about the alphabet. “Where is the letter B on this page?” “Does anyone see any letters in their name?” “What two letters in this word are the same?” 4. Phonological Prompt: A prompt utilizing syllable structure, phoneme structure or phoneme prompt to elicit response from children. It might also include arm talking- tapping re- segmenting or some other method to indicate sound & syllable structure.

54. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 5. Rhyming Prompt: The teacher calls attention to a rhyme, rhymes words, asks for exclusion (which word does not rhyme) or elicits some rhyming or word play from the children. 6. Text to Life: Teacher relates what is being talked about or read in the book to a real life experience that children have experience with. 7. Vocabulary Prompt: Particular attention directed to a ‘rare word’ in the text, using thesaurus like prompt to link unfamiliar words with familiar or introduction of new vocabulary words into narrative 8. Narrative/Structure: Teacher prompts and directives to attend the child to plot, character, problems or sequence in a narrative. Metacognitive approach to help children understand the story structure. The teacher would be explicitly using terms such as “character”, “problem” or “plot”. 9. Number Prompt: Same as word prompt with attention to a number.

55. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 10. Picture Focus: Attention to the picture in the book based on color, emotion, description or action depicted in the pictures. Perhaps the most common reading approach with young children in addition to text presentation but limits contribution to emergent literacy learning. 11. Predictive Prompt: Prompt presented to have the children predict what will happen next in a narrative story, to comment on cause and effect or make a similar anticipatory response. 12. Sentence Prompt: Prompt that elicits a response using a complete or partial sentence based on the text. It might involve backward chaining such as; Teacher Prompt: “The bears jumped out of bed”…Child Response… “And went out the window” or might utilize phrases, rhyming or sentence structure to elicit the sentence response. 13. Expansion Prompt: A response presented to elicit an expanded utterance. For example the teacher might say, “Look the bears jumped out the window”. She then would wait for a child response to elaborate on her utterance and might use a cue such as pointing to the picture, rising intonation or body posture (leaning expectantly toward children) to elicit a response. 14. Lead Follow/Recast: Teacher response that is ‘in tune’ with the response a child makes. This might involve a comment a teacher makes relating to what a child has just said or rephrasing a child’s comment to elicit more extended language from the child or to refocus attention on the topic.

56. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 15. Model Prompt: A prompt in which the teacher models what the children are to do or say. This might involve first showing the children how to point to a picture or identify a text flow or how to produce a word/sentence structure. 16. Pause Cue: Teacher uses negotiated silence to prompt children to complete a response. 17. Question: Presented by the teacher to elicit information, to prompt involvement or as a pseudo question to keep responses going. 18. Instruction/Correction: Comments made to correct children, instruct them in the proper procedure or to provide teaching instruction about an activity. 19. Reattend/Redirect: Teacher comment that designed to correct inappropriate social behavior or reattend children who are off task. 20. Text Presentation: Reading of the text by the teacher.

57. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349

58. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Teacher 1 BEEPS Feedback

59. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Excellent pace. Observe good variety of literacy prompts (3 different ones) and language prompts (4 different ones). Good response ratio of teacher child responses (70%-29%). Continue to look for ways to do more literacy prompts, especially phonological and rhyming. Move to change balance of literacy to language prompts to 60% Explicit Literacy-40% Explicit Language. Last year when we completed this observation (9.24.04), your ratio of teacher/child responses was about the same (75:25). Of your total prompts/responses (69) only a total of 8 or 11% were explicit literacy language prompts compared to a total of 41or 64% during this observation. The number of responses/prompts you are using is about the same, but the quality has really changed. A wonderful example of what is meant by Embedded-Explicit work. You and the children were fully focused and engaged. Julie, you have really taken this material and ‘made it your own.’ WOW! BOFFO! Mike & Jennifer

60. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Teacher 1 BEEPS Feedback Very enthusiastically and nicely presented story. You certainly had the children’s attention. This was a good story telling activity but it did not utilize explicit literacy prompts. There were a number of times that the children could have made responses that might have been based on a phonological prompt with the repeated text of the ‘pumpkin being stuck on the vine.’ The total percent of explicit prompts (7%) were less than when observed on 9/24/03 (11%). Total number of literacy response should be at least 50% of the total number of teacher responses.

61. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 TERA-3 Reading Quotients Fall 2003 & Spring 2004

62. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Percent Teacher Child Responses Range 77/23 to 60/40

63. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349

64. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349

65. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Knows the parts of a book & functions. Begins to track print. “Reads” familiar texts emergently. Recognizes & names all letters.

66. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Understands that the sequence of letters represents the sequence of phonemes in a spoken word (alphabetic principle). Learns many one-to-one letter-sound correspondences. Recognizes some words by sight.

67. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Uses new vocabulary and grammatical constructions. Notices when simple sentences fail to make sense. Connects information and events in texts to life and life to text experiences

68. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Retells, reenacts, or dramatizes stories. Listens attentively to books. Names some book titles and authors. Demonstrates familiarity with a number of types or genres of text.

69. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Answers questions about stories read aloud. Makes predictions. Understands that spoken words consist of a sequence of phonemes. Given spoken sets, such as Dan, Dan, den, can identify the first two as the same and the third as different.

70. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Given spoken sets, such as dak, pat, zen, identifies the first two as sharing a same sound. Can re-segment words Can produce rhyme words. Independently writes many letters.

71. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Kindergarten Accomplishments Writes own name (first and last) and the first names of some friends or classmates. Can write most letters and some words when they are dictated. Builds a repertoire of some conventionally spelled words.

72. speech@wcgh.orgWCGH Belfast, ME (207) 338-9349 Bibliography: 1. Storch, S., Whitehurst, G. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947 2002 2. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47. 3. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000 4. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 6. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003 7. Blackman, B., 1991. Getting ready to read. Learning how print maps to speech. U.S. Dept. of Health and Human Services 8. Hart, B., Risley, T., Meaningful Differences In The Everyday experience Of Young American Children. Brookes Publishing 1995 9. Payne, R. K., A Framework For Understanding Poverty. AHA! Process Inc., 1996 10. Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council 11. Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999