Routines for Reading Results : A Practical Approach for Accelerating Growth (Science of Reading, Reading Intervention, Phonics Instruction, Reading Fluency)

Teaching a beginning or primary reader using evidence-based practices requires knowledge of what to teach and how to teach it. Grounded in the principles of Direct Instruction and the science of reading, this complete handbook provides more than 60 instructional routines that empower educators to prevent reading difficulties before they occur, address existing instructional needs, and accelerate literacy growth. Educators are supported to examine opportunities to strengthen current literacy instruction across all settings.

• Enhance their understanding of effective literacy instruction strategies
• Implement evidence-based routines that support diverse learners
• Transform their classroom environment to foster a love for reading
• Accelerate student reading growth through targeted interventions
• Empower themselves with practical tools to address the needs of all students

Contents:
Introduction
Part 1: Accelerating Reading Growth for Students
Chapter 1: Accelerating Reading Growth
Chapter 2: Responding to Student Needs
Part 2: Understanding Reading Skills—Components and Research
Chapter 3: Overview of Phonemic Awareness
Chapter 4: Overview of Phonics and Spelling
Chapter 5: Overview of Passage-Reading Fluency
Chapter 6: Overview of Language Comprehension
Chapter 7: Overview of Reading Comprehension and Writing
Part 3: Instruction in the Beginning Stage
Chapter 8: Teaching Phonemic Awareness in the Beginning Stage
Chapter 9: Teaching Letter-Sound Correspondence in the Beginning Stage
Chapter 10: Teaching Word Reading and Spelling in the Beginning Stage
Chapter 11: Teaching Passage Reading in the Beginning Stage
Chapter 12: Teaching Language Comprehension Instruction in the Beginning Stage
Chapter 13: Teaching Reading Comprehension and Writing Instruction in the Beginning Stage
Part 3: Instruction in the Primary Stage
Chapter 14: Teaching Sounds for Letter Combinations in the Primary Stage
Chapter 15: Teaching Word Reading and Spelling in the Primary Stage
Chapter 16: Teaching Passage Reading and Fluency Development in the Primary Stage
Chapter 17: Teaching Language Comprehension in the Primary Stage
Chapter 18: Teaching Reading Comprehension and Writing in the Primary Stage
Epilogue
Appendix
References and Resources
Index

Stephanie Stollar, PhD, is passionate about using multitiered system of supports (MTSS) as the framework for helping all students become skilled readers. She is a coauthor of the books MTSS for Reading Improvement, Promoting Effective MTSS Implementation, and Reading Assessment Done Right. Dr. Stollar is also creator of the Reading Science Academy and co-creator of MTSS Collective, and she serves on the boards of the Evidence Advocacy Center and the International MTSS Association. Her past roles include assistant professor, vice president of professional learning at Acadience Learning, and school psychologist.
She believes that supporting all educators to have deep knowledge about reading is foundational to high achievement for every student.
Dr. Stollar earned her doctorate in school psychology from the University of Cincinnati.
To learn more about Stephanie Stollar’s work, visit www.stephaniestollar.com.

Kelly A. Powell-Smith, PhD, is a professor in the Reading Science Program at Mount St. Joseph University and a nationally certified school psychologist. With over three decades of experience, she is recognized for advancing literacy through evidence-based practices, high-quality assessment, and systems-level change. She has held faculty and leadership roles at the University of South Florida, the Florida Center for Reading Research, and the Eastern Regional Reading First Technical Assistance Center. As former chief science officer at Acadience Learning, she led the research and development of several reading assessment tools, including Acadience RAN, Acadience Reading Diagnostic, and Acadience Spelling.
Dr. Powell-Smith has published extensively on reading, assessment, and intervention, including co-editing the Syntax Comes First issues of Perspectives on Language and Literacy and co-authoring < i> High-Functioning Autism/Asperger Syndrome in Schools: Assessment and Intervention. She is a consulting editor for the Journal of Learning Disabilities and serves on editorial boards for School Psychology Review, The Elementary School Journal, and Single Case in the Social Sciences. She also co-leads the special education team at the Evidence Advocacy Center and serves on the advisory council for the International MTSS Association.
Dr. Powell-Smith has conducted professional development workshops consistent with her work across the United States and Canada. Through her research, mentorship, and teaching, she remains deeply committed to improving literacy and educational outcomes and promoting educational equity for all learners.
Having earned a bachelor’s degree in developmental psychology from the University of California, Santa Barbara, Dr. Powell-Smith also holds a PhD in school psychology from the University of Oregon.

Beth A. Madden, MEd, is a K–5 instructional coach in the Iowa City Community School District in Iowa City, Iowa. She is passionate about supporting teachers in implementing evidence-based practices within a multitiered system of supports.
During her career, Beth has served as a classroom teacher, reading interventionist, mathematics specialist, instructional coach, and L.E.T.R.S. trainer. In addition to her work in an elementary school setting, Beth has supervised university reading practicum students, consulted on curriculum development, and co-designed and presented coursework on foundational skills for a reading licensure program.
Beth earned her bachelor’s degree in elementary education from the University of Iowa and her master’s degree in curriculum and instruction from Olivet Nazarene University.

Sarah Brown, PhD, is a consultant empowering educational leaders through her MTSS Data Academy. During her career, Dr. Brown served in roles such as professional learning leader in the ed tech assessment industry, bureau chief leading special education and MTSS implementation for the state of Iowa, district special education director, professional learning administrator, and school psychologist. Professionally, she’s interested in implementing MTSS at multiple levels of the education system and improving systems to support high achievement for every student. She coauthored Effective Universal Instruction and MTSS for Reading Improvement.
Dr. Brown earned her doctorate in school psychology from Northern Illinois University.
To learn more about her work, visit systemimpcactconsulting.com.