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The Elizabeth Rohatyn Prize for Schools where Teaching Matters
Teaching reading is not easy, yet most teachers do not receive enough early reading preparation in their teacher education programs. Students learning to read enter the classroom with a wide range of learning needs that requires a sophisticated understanding and unique ability to diagnose problems.
Early Reading Matters helps close the reading gap by investing in early childhood teachers. Research shows that children who receive three consecutive years of effective instruction experience permanent learning gains. This literacy initiative gives educators research-proven practices, regular coaching and step-by-step methods to move young readers towards markers appropriate for each grade level.
Analyze the needs of their students, implement research-based reading strategies, and monitor student progress.
Monitor school-wide reading progress and establish systems and structures to meet the needs of diverse learners.
Develop into confident readers with a love for books.
Facilitate and manage teams by analyzing data and implementing instructional strategies to meet the needs of all students.
Analyze data collected from a reading monitoring system to identify k-2 students in need of additional support.
Focus on students in Kindergarten and 1st grade developing core letter and word recognition skills.
Focus on students in 1st and 2nd grades emerging into fluent readers.
Ensuring coherent literacy systems, structures, and instruction across grades k-2 are effectively meeting the needs of all learners.
Early Reading Matters aims to drive reading development in the early grades by helping K-2 teachers maximize their effectiveness in planning and implementing high-impact classroom instruction.
Foundational elements of Early Literacy
Early Reading Matters is an evidence-based approach to implementing effective balanced literacy instruction. At the core, our work has been informed by the findings of the National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: The National Reading Panel’s recommendations address five critical foundational areas or “pillars” of early reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and Reading Comprehension.
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