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Episode 57: Science of Reading in Preschool? (Part 2)

Have you been asked how your preschool room aligns with the Science of Reading?  Or maybe you’ve seen videos of two year olds reading and the sales page headlines saying that simply applying the *science* can give all toddlers the advantage they deserve?  Well, in this episode, we’re adding on to the basic background and history of the science of reading found in the previous episode, and digging deeper into what all this science means in the preschool classroom.

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Notes from the Show:

(*May contain affiliate links.)

Start with Episode 56: Exploring the Science of Reading

National Reading Panel Report (2000) – The full 449 pages.

The National Reading Panel Report: Practical Advice for Teachers (2004) – A more digestible summary by panelist Timothy Shanahan

Why Aren’t Kids Being Taught to Read? by Emily Hanford

Report of the National Early Literacy Panel (2008) and the shorter Executive Summary

Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research (2021) Institute of Education Sciences

Kathy Hirsh Pasek: Guided Play: Principles and Practices The Case of Brain Science and Guided Play: A Developing Story Accessing the Inaccessible: Redefining Play as a Spectrum

The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading from the International Literacy Association

NAEYC Developmentally Appropriate Practice Position Statement

Podcast Episode with Dr. Rachel Romeo: Beyond the 30 Million Words

Great article with my favorite visual for phonological awareness (from Victoria State Government, Australia).

Amazing Action Alphabet (There are many other resources like this — this is just the one I mentioned using years ago.)

Your Baby Can Read : FTC Settlement, Study also Here, and News.

Early Reading Acquisition (Spoiler Alert — It’s measuring first graders, not three-year-olds.)

Shifting the Balance by Jan Burkins and Kari Yates

Reading Raises IQ — How to Make a Young Child Smarter


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I’m Amanda Morgan. Here’s what I’m about…

In early education, there is too much distance between what we know and what we do. I bridge the gaps that exist between academia, decision-makers, educators, and parents so that together, we can improve the quality of early education while also respecting and protecting the childhood experience.

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