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PSPKK1233 Comments

Teaching decoding: A conversation with Dr. Julia Lindsey

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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!

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Filed Under: Podcast, Phonics, Science of reading, Structured literacy Tagged With: first grade, second grade, kindergarten

You May Also Enjoy These Episodes:

From Balanced Literacy to Decodable Books Author: A conversation with Elise Lovejoy Reaction to Fountas & Pinnell #5: Here’s why you SHOULD use decodable books Helping teachers get started with the science of reading: A conversation with Donna Hejtmanek
From balanced literacy to The Reading League: A conversation with Dr. Heidi Beverine-Curry
Let’s talk sound walls – A conversation with Gina from Get Literacy

Reader Interactions

3 Comments

  1. Heather Groth, Customer Support

    June 30, 2023 at 3:36 pm

    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

    Reply to this comment
    • Jen

      July 1, 2023 at 8:14 am

      Perfect, thank you!

      Reply to this comment
  2. Jen

    June 30, 2023 at 10:25 am

    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

    Reply to this comment

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