TRT Podcast#127: Teaching Decoding: A conversation with Dr. Julia B. Lindsey
In today’s conversation with author Julia Lindsey, we discuss how to explicitly teach decoding so that all that phonics knowledge gets put to good use.
Listen to the episode here
Full episode transcript
Research articles
- Ehri, L.C. (2003, March 17). Systematic phonics instruction: Findings of the National Reading Panel. [Paper presentation]. Seminar organized by the Standards and Effectiveness Unit, Department for Education and Skills, British Government, London, England, p. 16.
- Levy, B.A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in reading fluency and comprehension. Learning Disability Quarterly, 20(3), 173-188.
- Brady, S. (2020). A 2020 perspective on research findings on alphabetics (phoneme awareness and phonics): Implications for instruction. The Reading League Journal. September/October, 20-28.
- Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2(4), 5–142.
- O’Connor, R.E. & Padeliadu, S. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13, 149-182.
- Hiebert, E. H., & Fisher, C. W. (2007). Critical word factor in texts for beginning readers. The Journal of Educational Research, 101(1), 3-11.
- Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F. (2004). Effects of reading decodable texts in supplemental first-grade tutoring. Scientific Studies of Reading, 8(1), 53-85.
- Roberts, T.A., Vadasy, P.F., & Sanders, E.A. (2020). Preschool instruction in letter names and sounds: Does contextualized or decontextualized instruction matter? Reading Research Quarterly, 55(4), 573-600.
- Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420-456
- Reading Above the Fray, by Julia Lindsay
- Beyond Decodables website
- Julia Lindsay on Instagram
- Julia Lindsay on Twitter
YOU’LL LOVE THIS PRACTICAL BOOK!
Looking for an easy-to-read guide to help you reach all readers? If you teach kindergarten through third grade, this is the book for you. Get practical ideas and lesson plan templates that you can implement tomorrow!
Love Freebies?
Subscribing to our email newsletter is completely free. And when you do, you'll get access to our library of subscriber freebies! Sign up below to get access to a wonderful variety of math and literacy resources.
Heather Groth, Customer Support
Hi Jen! We just added it to the post, or you can use this direct link to check it out! https://journals.sagepub.com/doi/pdf/10.3102/0034654320919352
Jen
Perfect, thank you!
Jen
Julia mentioned, “And then finally, I’ll say that there’s a new study that recently came out that’s gotten a lot of buzz because it shows us that there is a potential new way of thinking about motivation. This study suggests that good skill in reading is actually what leads to long-term motivation, not that motivation leads to long-term good skill.”
Is this study one of the articles noted? I would enjoy reading this, but couldn’t find the piece. Thanks!
Jen