NEW SERIES: UNCOVERING THE TRUTHS THAT DRIVE THE “KEY ACTIONS”
Common Misconception: Only some students need phonics.
Are you wondering why phonics instruction is necessary for ALL K-2 students (and often older students, too), even the ones who are already “reading on grade-level”? Do you know someone who is of the belief that kids are bored by foundational skills lessons, especially those who are already reading?
The truth is, for young children, systematic phonics instruction (teaching letter-sound correspondences according to a purposeful scope and sequence) is well-established as more effective than implicit phonics (teaching letters and/or sounds as they happen to come up) or no phonics instruction at all (Foorman et al., 2016). Because phonics instruction is brief, engaging, and active, it does no harm even to students who appear to be more advanced (International Dyslexia Association [IDA], 2019). In fact, advanced students whose reading development may show little to no benefit from systematic phonics instruction at the time, can be challenged to apply the instruction to encoding (spelling) rather than decoding (reading). Explicit and systematic phonics instruction is often called “essential for some, helpful for all, harmful for none” (IDA, 2019).
To learn about other common misconceptions that may have led to ineffective literacy practices and how to shift to evidence-based structured literacy practices, see Key Actions for Meeting the Needs of ALL K-3 Readers and Writers.
Register Now for the 2025 March Leadership Meetings
In order to provide vibrant learning environments for all students, it is important for schools and districts to translate the Kentucky Academic Standards (KAS) into a guaranteed and viable curriculum. The regional educational cooperatives, in partnership with the Kentucky Department of Education (KDE), will host in-person meetings in March for district and school leaders to explore new resources available to support effective implementation of a Multi-Tiered System of Supports (MTSS) with emphasis on Tier 1 curriculum anchored in a high-quality instructional resource (HQIR).
The purpose of the meeting is to provide updates on the following:
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Academic Standards Review Process
- Kentucky Academic Standards (KAS) for Reading and Writing, Social Studies and Mathematics
- New KAS for Visual and Performing Arts Resources
- TNTP Opportunity Makers Report (2024)
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KDE Resources to Support MTSS and Trajectory-Changing Practices
- Intellectual Preparation Guidance Document
- Instructional Practice Guides
- Integrating Deeper Learning and HQIR to Strengthen Tier 1 Instruction Modules
Dates and Locations
Click on the date to learn more and register for the live, in-person full day session of your choice.
Participants will need to bring a personal device to access documents from the digital meeting folder.
Approved Lists for Early Literacy Screening and Diagnostic Assessment Have Been Updated
The Kentucky Department of Education (KDE) recently reviewed early literacy screening and diagnostic assessment submissions for inclusion on the KDE approved lists, and updated lists are now available on the Early Literacy Screening Assessments webpage. KRS 158:305 requires each superintendent to select a universal screener and diagnostic assessment for reading that have been determined by the KDE to be reliable and valid to be administered as part of a multitiered system of supports for students in kindergarten through grade three.
Please contact Christie Biggerstaff, Director of Early Literacy, at christie.biggerstaff@education.ky.gov, with any questions.
Kentucky Reads to Succeed Summer Conference Date Announced
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