#Phonics reading programs

[allstudybuddy]

Online phonics reading programs are designed to teach children critical early reading skills like letter recognition, letter sounds, blending sounds to form words, decoding new words, and expanding vocabulary. These interactive programs use engaging games, videos, and activities to build literacy fundamentals in a fun, rewarding way.

[podddcasttt]

being a children's librarian is fun because you get to look forward to not having to answer questions about the printer or the mysteries of google drive like adult services does, but then you get asked questions about phonics and AR reading levels and you realize that there are mysteries the depths of which you can never fathom but you have to try because there is a very stressed parent right in front of you

[blumoonfiction-blog]

Bob Books

Description: Simple, leveled readers that are perfect for beginner readers, focusing on sight words and phonics. Website: Bob Books Address: Online resource

[smartstudy-24x7]

Preparing Kids for Success: English Exam Preparation Strategies

As children progress through their education, English exams become a significant part of their academic journey. Mastering the English language is essential for achieving good results in exams, and effective preparation is crucial. This blog will explore various strategies and resources to support English exam preparation for kids, with a focus on vocabulary building activities and the benefits of online English classes for children.

Understanding the Importance of English Exam Preparation

English exams assess a student's understanding of the language, including reading, writing, speaking, and listening skills. They often cover various topics, including grammar, comprehension, and vocabulary. Proper preparation is essential for several reasons:

Building Confidence: Adequate preparation helps students feel more confident in their abilities, reducing anxiety during exams.

Enhancing Understanding: Through consistent study and practice, children deepen their understanding of the English language and its nuances.

Improving Performance: Well-prepared students are likely to achieve higher scores, opening doors to future academic opportunities.

Encouraging Lifelong Learning: Mastery of the English language provides a foundation for continuous learning, as it is essential in both personal and professional contexts.

Vocabulary Building Activities

One of the key components of English exam preparation for kids is vocabulary development. A strong vocabulary enhances reading comprehension, writing ability, and overall communication skills. Here are some engaging vocabulary building activities to help kids expand their word bank:

Word Games:

Scrabble: This classic board game encourages kids to form words and learn new vocabulary in a fun way.

Boggle: A word search game that helps children think quickly and expand their vocabulary by finding words in a grid of letters.

Flashcards:

Create flashcards with a new word on one side and its definition or a picture representing the word on the other. Use these cards for quick review sessions and to reinforce learning.

Vocabulary Journals:

Encourage children to keep a vocabulary journal where they can write down new words they encounter. They can include definitions, sentences using the words, and synonyms or antonyms.

Contextual Learning:

Read books, articles, or stories with your child and discuss unfamiliar words in context. This approach helps them understand how to use words correctly in different situations.

Thematic Word Lists:

Create themed word lists around specific topics (e.g., nature, emotions, technology) and encourage children to use these words in sentences or stories.

Interactive Apps:

Many educational apps focus on vocabulary development through engaging games and quizzes. Some popular options include Vocabulary.com, Quizlet, and Memrise.

Online English Classes for Children

In today’s digital age, online English classes for children have become an increasingly popular option for parents seeking to enhance their child's language skills. Here are some of the benefits of online English classes:

Flexible Scheduling:

Online classes often offer flexible schedules, allowing parents to choose times that best fit their family's routine. This flexibility is particularly beneficial for busy families juggling multiple commitments.

Personalized Learning:

Many online programs allow for personalized instruction tailored to each child's learning style and pace. This individualized approach can help children grasp concepts more effectively.

Access to Qualified Instructors:

Online platforms often provide access to experienced English teachers who can offer valuable insights and support. These instructors can address specific challenges students may face.

Interactive Learning Environment:

Online classes typically incorporate multimedia resources, such as videos, interactive quizzes, and discussion forums, to engage students and make learning more dynamic.

Diverse Learning Resources:

Online courses often include a wealth of materials, including reading assignments, practice tests, and vocabulary exercises, ensuring that students have a well-rounded approach to exam preparation.

Safe Learning Environment:

For students who may feel shy or anxious in traditional classroom settings, online classes can provide a comfortable space to learn and participate without the pressure of a physical classroom.

Strategies for Effective Exam Preparation

In addition to vocabulary building activities and online English classes for children, several strategies can enhance overall English exam preparation. Here are some tips for parents and educators:

Create a Study Schedule:

Establish a structured study schedule that breaks down study sessions into manageable chunks. Consistent daily practice is more effective than cramming close to exam time.

Practice Past Papers:

Familiarize children with the exam format by practicing past papers. This exposure helps them understand the types of questions they may encounter and build confidence in their abilities.

Incorporate Reading and Writing:

Encourage daily reading and writing to reinforce language skills. Reading a variety of texts, from fiction to non-fiction, broadens vocabulary and enhances comprehension.

Engage in Conversations:

Encourage open conversations at home, prompting children to express their thoughts and ideas. This practice develops verbal communication skills and reinforces vocabulary usage.

Join Study Groups:

If possible, arrange study sessions with peers. Collaborative learning can motivate students and help them learn from each other.

Monitor Progress:

Regularly assess your child's progress and adjust the study plan as needed. Celebrate achievements to keep motivation high.

Leveraging Technology for Learning

Technology plays a significant role in modern education. There are numerous online resources and tools that can support English exam preparation for kids:

Educational Websites: Websites like Khan Academy, BBC Bitesize, and Scholastic offer interactive lessons, quizzes, and activities tailored for children's language learning.

Language Learning Apps: Applications such as Duolingo and Busuu provide engaging platforms for children to practice vocabulary and grammar through gamified experiences.

Video Resources: Platforms like YouTube host educational channels that cover grammar rules, vocabulary, and reading strategies, providing visual and auditory learning opportunities.

The Role of Parents in English Exam Preparation

Parents play a vital role in their child's academic journey. Here are some ways parents can support English exam preparation:

Encourage a Love for Reading:

Provide access to various books that match your child's interests and reading level. Regular reading can spark curiosity and improve comprehension skills.

Be Involved:

Stay informed about what your child is learning in school. Attend parent-teacher conferences, communicate with teachers, and ask about ways to support your child's learning at home.

Create a Positive Learning Environment:

Establish a quiet, dedicated space for studying that is free from distractions. A positive environment fosters focus and motivation.

Celebrate Efforts:

Recognize and celebrate your child's hard work and achievements, no matter how small. Positive reinforcement can boost their confidence and motivation.

Be Patient and Supportive:

Encourage your child to ask questions and seek help when needed. Your support and understanding can ease their stress during exam preparation.

Conclusion

English exam preparation is a vital part of a child’s educational journey, and incorporating effective strategies can lead to success. By engaging in vocabulary building activities, enrolling in online English classes for children, and utilizing technology to enhance learning, parents and educators can provide children with the tools they need to excel.

At Kiya Learning, we are committed to helping kids develop strong English language skills through our tailored programs and experienced instructors. With the right preparation and support, children can approach their English exams with confidence and achieve their academic goals. By fostering a love for learning and providing engaging activities, we can empower the next generation to become skilled communicators and lifelong learners.

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Phonics Games Online: Enhancing Learning for Young Minds

Phonics is the building block of early literacy, where children learn the relationship between sounds and letters. Through engaging and interactive methods, phonics instruction makes reading more accessible and enjoyable. With the rise of digital learning, phonics games online have become an essential tool for parents and educators alike, offering a dynamic way to help children master this vital skill. From matching sounds with letters to decoding simple words, these games are designed to reinforce phonics learning in a fun, engaging, and interactive manner.

Why Are Phonics Games Online So Effective?

The shift toward digital learning has made online resources more crucial than ever before. Online phonics games tap into children's natural love for play, making learning less of a chore and more of an adventure. Here’s why they are so effective:

Interactive and Engaging: Children are naturally curious, and online phonics games allow them to explore and learn in an interactive way. Whether it’s matching sounds with letters or finding hidden words, these games keep their attention while reinforcing core phonics skills.

Immediate Feedback: Unlike traditional learning methods, phonics games provide instant feedback, allowing children to correct their mistakes on the spot and improve their understanding in real-time.

Adaptive Learning: Many online phonics platforms adjust the difficulty based on the child’s progress, ensuring that they are continually challenged without becoming overwhelmed.

Multisensory Approach: Online phonics games engage multiple senses—sight, sound, and sometimes even touch (for touch-screen devices). This multisensory learning helps solidify the connection between letters and sounds.

Convenience: With phonics games online, children can practice anywhere and anytime. Parents can easily integrate these games into their child’s routine, making learning accessible and flexible.

Phonics Lessons for Kindergarten: The Foundation of Literacy

Phonics is an essential part of early education, especially for kindergarteners who are just beginning their reading journey. Phonics lessons for kindergarten focus on teaching children the sounds associated with letters and how to blend these sounds to form words.

These lessons typically include:

Letter-Sound Correspondence: This is the first step in phonics instruction, where children learn the sounds that each letter makes. Activities may include flashcards, songs, or games that emphasize the relationship between letters and their corresponding sounds.

Blending Sounds: After learning individual letter sounds, children move on to blending these sounds together to form words. For example, blending the sounds /c/, /a/, and /t/ to say "cat."

Segmenting Words: Segmenting is the opposite of blending. Here, children break words down into individual sounds. For example, the word "dog" would be broken down into /d/, /o/, and /g/. This skill helps in both reading and spelling.

Sight Words: Phonics lessons also incorporate sight words—words that children must recognize without having to sound them out. Examples include words like "the," "and," and "is." These words often don’t follow regular phonics rules, so they are taught through repetition and memorization.

Phonics lessons for kindergarten are designed to be playful and engaging. Teachers often use songs, rhymes, and games to make learning fun while ensuring children grasp the fundamental concepts of phonics.

Phonics Activities for Kindergarten: Making Learning Fun

To support phonics lessons, educators and parents use various phonics activities for kindergarten that are fun, hands-on, and interactive. Here are some popular phonics activities that can help children practice and reinforce their skills:

Phonics Puzzles: Matching pictures to words, or letters to sounds, can be an excellent way for children to practice phonics. Puzzles are a tactile, hands-on way to reinforce the connection between letters and sounds.

Phonics Bingo: A classic game with a phonics twist! Instead of numbers, Bingo cards can feature letters, sounds, or simple words. This activity encourages listening and word recognition.

Sound Hunts: In this activity, children hunt for objects around the house or classroom that start with a specific sound. For example, if the target sound is "b," they might find a book, a ball, or a bag.

Rhyming Games: Rhyming is an important phonological skill. Games that focus on finding words that rhyme (like "cat" and "bat") can help children develop their phonemic awareness.

Word Building with Magnetic Letters: Using magnetic letters, children can practice building words on a magnetic board. They can start by making simple CVC (consonant-vowel-consonant) words like "dog" or "hat," and then move on to more complex words.

Storytime Phonics: Reading stories aloud and focusing on specific phonics sounds is another great activity. Encourage children to listen for certain sounds in the story, or to predict what letter or sound a word will start with.

Phonics activities for kindergarten are designed to reinforce the skills taught in phonics lessons while making learning a fun, hands-on experience.

Online Phonics Classes: Learning Anytime, Anywhere

As education becomes more digitized, online phonics classes have emerged as an excellent resource for parents who want to support their child's literacy development. These classes often feature a structured curriculum that includes videos, games, interactive lessons, and live sessions with instructors.

Online phonics classes provide:

Flexible Learning: With online classes, children can learn at their own pace. Whether they need extra time to practice certain sounds or are ready to move ahead, the flexibility of online learning allows for a personalized experience.

Interactive Content: Online phonics programs often include games, videos, and quizzes that keep children engaged and make learning fun. These interactive elements ensure that children stay motivated and interested in the lessons.

Live Instructor Support: Many online phonics classes also offer live sessions with trained instructors. This personal interaction allows children to ask questions, receive feedback, and build a connection with their teacher.

Trackable Progress: Parents can monitor their child's progress through reports and updates, helping them understand where their child excels and where they may need extra help.

A top provider of online phonics classes is Kiya Learning, which offers a wide range of phonics programs designed for different age groups and skill levels. With a focus on making learning enjoyable and effective, Kiya Learning has become a trusted resource for parents around the world.

Phonics and Kids Classes in Australia: A Growing Demand

In Australia, the demand for phonics and kids classes has been steadily increasing. Parents recognize the importance of early literacy, and phonics instruction is a proven method to help children develop strong reading skills. Schools across the country have integrated phonics into their curriculums, and many private institutions offer specialized phonics classes.

Some key features of phonics classes in Australia include:

Play-Based Learning: Australian educators understand the importance of play in early childhood education. Phonics and kids classes in Australia often incorporate games, songs, and hands-on activities to make learning enjoyable.

Small Group Instruction: Many phonics programs offer small group instruction, which allows for more individualized attention. Teachers can focus on each child's specific needs and tailor lessons to their skill level.

Parent Involvement: Many phonics programs encourage parental involvement. Parents are provided with resources and activities that they can do at home to support their child's learning.

Qualified Instructors: Australia is home to many highly qualified educators who specialize in early literacy and phonics instruction. These teachers use evidence-based methods to ensure children receive the best possible education.

Best Phonics and Kids Classes in Australia

Finding the best phonics and kids classes in Australia can be a challenge, but there are several highly regarded programs available. These classes are known for their innovative teaching methods, qualified instructors, and commitment to early literacy.

One of the standout programs is Kiya Learning, which offers both online and in-person phonics classes for children in Australia. Kiya Learning has gained a reputation for its comprehensive phonics curriculum, which is designed to be engaging, interactive, and effective.

Here’s what sets Kiya Learning apart:

Comprehensive Curriculum: Kiya Learning’s phonics program covers everything from letter-sound correspondence to blending and segmenting words. The curriculum is designed to be both thorough and accessible for children of all skill levels.

Interactive and Fun: Kiya Learning understands that children learn best when they’re having fun. Their phonics classes incorporate games, songs, and activities that keep children engaged while reinforcing important phonics concepts.

Flexible Scheduling: Whether parents prefer online or in-person classes, Kiya Learning offers flexible scheduling options that can fit into any family’s routine.

Highly Qualified Teachers: The teachers at Kiya Learning are experts in early literacy and phonics instruction. They use evidence-based methods to ensure that every child receives the best possible education.

Support for Parents: Kiya Learning also provides parents with resources and tips to help support their child’s phonics learning at home. This holistic approach ensures that children have the best possible support system as they develop their reading skills.

Conclusion: The Future of Phonics Education

Phonics is an essential part of early literacy, and with the rise of digital learning, parents have more resources than ever before to support their child's education. Whether it's through phonics games online, structured phonics lessons for kindergarten, or engaging phonics activities for kindergarten, there are plenty of ways to make learning fun and effective.

For families in Australia, finding high-quality phonics and kids classes is easier than ever, thanks

[onlinelearningclass]

How Do Children Learn To Read Through Phonic Classes?

The basis for proficient reading and writing is phonics. Children learn to decipher words, identify spelling patterns, and develop reading fluency. They learn to comprehend the link between letters and sounds. According to research, a solid phonological foundation has link to better vocabulary growth, reading comprehension, and general academic success.

Visit us:- https://www.linkedin.com/pulse/how-do-children-learn-read-through-phonic-classes-1xahc/

[bixbythemartian]

Okay, I wasn't going to say anything, but I've seen posts about this get passed around. And it's probably too late to push back on this, anyway, but I'm so frustrated I feel the need to say to say something. This is coming from a place of love- I just hate seeing this going around, and I want to offer some perspective on the matter.

First of all, regarding that poll where the user did not know how to pronounce 'Miette'- if you look in the replies, it doesn't take long to discover that the OP was genuinely confused about the pronunciation and, when corrected, was working to get it right. That poll came from a place of innocent ignorance. I hope the OP took it down and stopped reblogs and turned notes off or whatever, because some people said some awful shit. I hope you are the kind of person who is kind and understanding, in the face of such ignorance. Or, if you can't be that, I hope you can at the very least be quiet. (And props to the people in the replies who patiently and kindly explained things to the OP.)

Second of all, I've seen a lot of posts talking about literacy rates, and I'd like to point out that English literacy has very little to do with figuring how to pronounce a French fucking word, goddamn. The OP just didn't know. The dunking, the pointing, the laughing- rude, unnecessary, not helpful.

Thirdly, in response to the complaints of 'they don't even teach phonics in schools these days'- that's bullshit. Because the odds are very good that they didn't teach phonics in schools when you went to school, either.

When I was a kid, it was called Whole Language. It was the new hot literacy technique, and a lot of schools adopted it. It used cueing techniques and sight words and was very similar.

If you're a millennial, you might remember the commercials for Hooked on Phonics, and you might conclude that teaching phonics in schools was perhaps not common, if you think about that for a bit. If it was worth it to sell a whole reading tutoring program for struggling readers based in phonics, perhaps it might lead one to conclude that phonics weren't as common as other methods, right? You might not have been taught phonics to start. What you do know about phonics, you might have picked up in the past 20-30 years, right?

Okay. Lets go back further, you know Dick and Jane? It was based on, more or less, the same sight words principle, and those primers date from the 1930s, although I don't think that teaching technique came really into vogue until the 40s.

If you are alive, today, in the United States, the likelihood that you were not taught phonics in school is well above non-zero. Especially if you're a millennial.

The notable exception is the 1970s. And during that period of time, there were probably plenty of schools that still used fucking Dick and Jane. And plenty of schools that were starting to adopt Whole Language, because while it was popular in the 80's and 90's, it was developed before. So, Gen X, you didn't get out of this unscathed either, though you had a better chance of getting a phonics-based reading program, I think.

'Kids these days' are not less literate because they were taught wrong. A great deal of us who are alive and speak English as a first language were taught wrong.

(I also think this is the common way English as a Second Language is taught and I'm sorry if you learned sight words, it's so much less intuitive than phonics, and English phonics aren't particularly intuitive. But I know a lot less about this, and I'm not sure.)

The reason some younger people struggle with language and words that I, for example, don't, is that I've been reading and speaking the language a lot longer. That's it. That's likely the same thing for you.

Please quit mocking people for their lack of information, for a start. I don't blame you for not knowing this about the literacy programs, for example. I had to do a lot of research on this. Right? Odds are good, you didn't know this.

And you are hitting people who struggle with literacy for other reasons- English as a second language, for example. The people who deal with dyslexia, there's plenty of autistic people who struggle to communicate fluently in their first language, and many more people who struggle with learning, speaking, and otherwise communicating in English for a huge variety of reasons.

Even if you're right, you're hitting people who had no choice in the language method they were taught from. They were five.

I don't think people mean to be unkind, generally (some do, but we block and move on), but it's really frustrating to a lot of snark circulate without the greater context of 'actually, a lot of English speakers of all age groups were taught English this way, especially USAmericans' and 'hey, what does English literacy have to do with pronouncing a French word, anyway?'

Okay? Okay.

Love you bye

[fleckcmscott]

Help Wanted

Summary: Shaw & Associates needs a new girl. Patricia doesn't get it.

Words: 1,485

Warnings: None

A/N: Does this fit the category of fanfic? It takes place in Gotham City - in the universe of Joker - but it deals with original characters we've gotten to know in the Watch What Happens series. 🤔 Ah, well. Whatever it is, here you are. 😂 Please enjoy! Much appreciation to @jokerownsmysoul for beta-ing!

Also, I've left Sarah's name in rather than replace it with Y/N. Anyone who cares enough to read the adventures of Pat & Matt already knows her true identity. 🤣

If you have any thoughts or questions, please comment, feel free to message me, or send me an ask. Requests for Arthur and WWH are open!

Reviewing the latest replies to the Help Wanted enticed Patricia about as much as the lint covered LifeSaver at the bottom of her purse.

Even with just herself and attorney Matt Stone, half the calendar was hard to fill. More twig than branch, this was the smallest satellite office under the Shaw & Associates umbrella. Most of the Wayne empire's legal matters were handled by colleagues in name only, men in suits glimpsed at annual galas or awards ceremonies honoring Thomas and Martha, Gotham's first couple.

No bankruptcy claims lurked in their files, no accusations of money laundering or tax evasion. No public scandals of affairs with maids to provoke cease and desist letters.

What would be the point of hiring someone when business was as slow as the zoo in the dead of winter?

Patricia browsed carefully typed pages, their perfect margins, streaks of dried whiteout. Nearly all were from local women. About half had attended community college, a handful had gotten certification from the city's Continuing Education program, while the rest had high school diplomas. The applicants ages ranged from nineteen to forty-four, with the vast majority in the under thirty crowd.

Her placid expression was at odds with the tightness of her stomach. At fifty-one, she could be referred to as a classic. When her husband Robert had been drafted to Korea and home had become too empty, she'd joined the firm as a typist. The seventy-five cents an hour had barely covered her train ticket to Old Gotham. But the long rides and scenery had been a welcome distraction from war worries.

Being a natural at shorthand, she'd advanced to legal secretary in a mere seven months, and with that came a recognition she hadn't realized she'd lacked. Between her mother's second-shift cleaning jobs and the day-to-day of keeping a home, praise had been a rare prize as kid. Now it evoked a drive to better herself even when life was pretty good.

By the time Robert had come home, she'd grown to love the legal profession and the part she played in it. After the start of his HVAC repair business and the birth of their daughter, Patricia enrolled in night school for legal assistant certification. She'd spent classes tucked in the corner of the classroom, textbook and notepad on her lap, a bag of coloring books and toys for Ruby strewn across the animal phonics rug.

The promotion to paralegal and transfer to this twig was one of her proudest moments. She'd worked hard to get where she was, enjoyed the routine of her job, overarching calm peppered by deadlines that kept her blood pumping.

Patricia flipped the pile of resumes over, tried to flip her reservations out of sight, out of mind. While Matt could be an oaf, he was an excellent lawyer and fair boss. She'd offered him a handkerchief when his wife had left him, and he'd sent flowers when her grandson was born. They worked well together, to the point where she'd finish his sentences before he'd had a chance to dictate the stop.

And yet the truth nagged. If she was about to lose all this to a younger model, it'd be impossible to land another job.

Mug in hand, she aimed for the breakroom to the right, which doubled as a conference room for three, four if one was standing.

But Matt called from his office. "You got a minute?"

Once she was seated in the high-back reserved for clients, he perched across from her, on his desk. He twisted to reach behind him. "Take a look at this and tell me what you think," he said, and held out a sheet of paper.

It was blinding white, 24 lb, watermarked with the word Eaton. The presentation came off as pretentious, but when she glimpsed the address of Boonville, Missouri, it became clear it was a small town's way to impress.

Sarah Thompson. Thirty-seven. Divorced. "She didn't list her height or weight," Patricia remarked. That put her in the upper third of candidates.

"I called her while you were at lunch. Sharp woman, good education."

A four-year graduate of Missouri State East. Patricia straightened. "Her work history's a little light. Two firms, one with her last name?"

"That's more than half the applicants," he said with a dismissive wave. "And I asked her about that. Ex-husband's firm. But if she's still there ten years after they split, she must be all right."

"Her background is probate and family court. That's outside of our scope."

"That experience'll be good for our upcoming pro bono work."

Pro bono work? They barely had enough paying work as it was. A skeptical shake of her head. "Matt, I've got to be honest. With things as slow as they are, I don't see the rationale of bringing anyone else on."

He glanced over her shoulder, stepped to close the door behind her, as if they were guests at the Watergate and the furniture could spy. Circling to his tufted executive chair, he folded his hands together, pointer fingers steepled. "Thomas Wayne is looking into a mayoral run."

"He's a cardiologist. Why on earth would he want that job?"

"Something about his family's legacy, the Waynes fixing Gotham, yada yada. Anthony Mancuso - remember him? He's from the Wayne Foundation, we met him at the New Year's party. Anyway, he's taking charge of the foundation's charity arm. The public works project they funded to rebuild the viaduct will be done in June, and the Wayne Boys Home has secured enough funding for the next five years.

"The foundation has an idea for a free medical clinic in Otisburg. And not just a rinky-dink place for VD testing and condoms. It'd be a substantial investment in the city-"

"That coincides with the campaign," Patricia said.

The observation hung in the air before Matt gave a loose shrug. "That coincides with the campaign. No one's sent in any details yet, but business is expected to pick up. It'll require a lot of filings. Our pro bono hours were already on the low end during out last audit." He gestured at the resume. "We'll see how the new hire does with that and go from there."

"I'll be working on the Wayne case?"

"Primarily, but I reserve the right to drag her into it when it gets hairy."

She eyed Miss Thompson's address again. "I wonder why she wants to move all the way up here."

"That's the beauty of it. She's only seen Gotham on the news. She doesn't know the politics, she has no opinions on the Waynes. And the best part? No kids. And at her age, they're unlikely. She can pick up any extra hours we need - unless you want the overtime."

Matt's loyalty buoyed Patricia's heart and mind. But how far would that loyalty stretch if the chips were down with a 2-9 offsuit? She crossed her legs at the knee. The hem of her wool skirt shifted at her shins. "What if all this doesn't go as planned?"

Forearms braced on his desk, he leaned forward. "You're not going anywhere. You've been here longer than I have, and you know how to work the coffee percolator."

Relief loosened the corners of her mouth.

"Missouri's an hour behind, right?" He checked his watch. "I'll call her and give her the good news." After punching in the number, he grabbed a key from his pen stand and tossed it to Patricia. "Head to the basement and see what we've got down there. Desk, chair, typewriter, you know the rest." Akin to a bird, his head darted down and towards the receiver. "Hi, Miss Thompson? This is Matthew Stone from Shaw & Associates. Fine and yourself? Good, good. Are you sitting down?"

Patricia sidled out of his office and closed the door. She surveyed the room, the acanthus leaves carved into mahogany cornices. Bronze fluorescent light fixtures. The eight-by-ten space that'd been all her own for the better part of two decades.

Legal pad in hand, she took a breathed a cleansing breath and went out into the hallway.

Her nerves were nearly gone. She pushed the elevator call button, and the predictable hums and whirs of pulleys and gears calmed the rest. She tapped her pen to her notepad and considered. If she was worried, this Sarah Thompson must be just as nervous. Likely more so, what with having to relocate to the city where Patricia was born and bred. She had to adjust to sharing with a colleague; this woman had to adjust to a whole new life.

A sudden sympathy tipped the scales, a reflection of the heavy heart that'd led her to this path so long ago.

Sarah must have a story. Patricia made a note to learn it.

Ding! beckoned the elevator door. Stepping inside, she started her list. "Order name plate and business cards."

~~~~~

Tag list (Let me know if you want to be added!): @harmonioussolve​​​​​ @ithinkimaperson​​​​​ @sweet-nothings04​​​​​ @stephieraptorr​​​​ @rommies​​​​​ @fallenstarsabyss @gruffle1​​​​​ @another-day-in-chuckletown​ @hhandley80​​​​​ @jokerownsmysoul​​​​​ @rafaelbottom @ralugraphics​​​​​ @iartsometimes​​​​​ @fleckficgirl

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[weerd1]

It’s Been a Long Road: Two decades after “Star Trek: Enterprise” I still have Faith of the Heart.

After the click, there are 2300 words of me doing a deep dive on my love for "Star Trek: Enterprise." You have been warned.

When I was in elementary school, I was a year younger than my peers. My mom had decided I didn’t need to go to Kindergarten as I was already reading ahead of my level, so she insisted I be placed at age 5 directly into 1st Grade. In ways she was right; I completed the reading and phonics program in my little Arizona school for the entire first grade before Christmas. To this day though, I am clumsy with scissors, paste, and all the “kindergarten skills” and I spent the rest of my school career smaller, weaker, and less coordinated than everyone in my class. 

This probably all worked out in the end; sure, I couldn’t play sports, but to avoid bullies and getting picked on, I got funny, and that’s worked out pretty well for me. But in those days when I would play a sport such as baseball, the opposing team would step a little closer, the coaches would advise me to take the walk; I was not as good as my peers, so allowances were made for my performance.

That is exactly how I looked at “Star Trek: Enterprise” for years. It was only four seasons, while its powerhouse predecessors all had seven. It wasn’t set in a utopian far future, but rather not too far from now meaning more modern and vernacular language. The science seemed a little spurious, with writers seeming to think the term “Rigel” was just some made-up word from older Trek series rather than older Trek series using actual star names for locations. The knowledge of Trek seemed a little lacking as well, with the first episode citing “Klingon Warbirds” and basing the hero ship on a design introduced in a then recent movie…that was set 200 years later. 

I watched though, as we were coming off of there being CONSTANT Trek on television for the previous 15 years, and this was what we had.

I groused then, a lot. The lack of continuity, the trivia gaffes, the over-sexualization of women characters (ok, that WAS more than a bit overdone, and I still grouse that point).

The theme song. Oh my lord, the theme song.

But eventually, this show won me over, almost in spite of itself. Then there was a major shift in tone for the third season, and it got to be pretty solid, and the FOURTH season was…STAR TREK! Like its predecessors, the show had taken some time to find its footing (c’mon, admit how uneven the first couple of seasons of TNG were), but had pulled itself together, and the show’s future looked bright in 2005!

And then there was a truly terrible last episode and ENT was cancelled and gone. 

Twenty years later, here I am, and though the absence of new Trek only lasted about four years—until JJ Abrams 2009 movie—I felt that absence keenly then. I am glad to report there has been Trek I really enjoy since then…and some marginal entries, but that’s not new either honestly. But with all this new material, I still find myself going back to revisit Archer and his crew. I’ve rewatched maybe two TNG episodes in the last 15 years. Maybe two or three Voyager episodes. But TOS, DS9, and ENT I hit regularly. Why does ENT keep forcing itself to the front of my Trek consciousness?

From the beginning, ENT suffered from some external pressures that weren’t helpful to its development. There was a tension between doing more of the same, successful formula Trek had been delivering since “Encounter at Farpoint” (the TNG pilot episode from 1987) and doing something experimental and new. Viewer fatigue was setting in a bit, but fans were vociferous in what THEY thought Trek meant. Anything that strayed too far would take a beating on the internet message boards. 

DS9 had just finished off their wartime storyline, and though there were adamant Niners, it was only just beginning to truly find its audience with the advent of home video allowing one to actually watch the whole thing. Meanwhile, the less arc-oriented VOY had added the character Seven. There had been a ratings increase, which the producers took to mean any new show needed an attractive woman in a catsuit. Remember also, we were in the midst of the Star Wars Prequel trilogy, so going BACK to a time when the story could be a little looser was floating in the zeitgeist. 

But it was also 2001, and though the visual continuity of the then modern Treks had maintained a history inclusive and accepting of TOS, putting a starship on screen that would look like a century’s LESS development than Matt Jefferies’ design from the mid-1960s was going to be problematic. 

I don’t know this is true, but I also suspect that since the previous shows had a British man, a Black man, and a Woman as captains, someone in Production wanted to make sure there was a white, American man back in the center seat. Maybe I’m wrong, but that’s my gut.

So all of this goes into the show, and honestly it kicks off as a bit of a hot mess. So much seems to be playing it safe. Some fairly cliched storylines that occasionally try something a little new. A few things it does try new are not quite there: That aforementioned over-sexualization of the women in the crew*. Cringy comments about relations with aliens. Archer watching water polo.

There are a lot of forgettable episodes, contradictions. And yet, I kept watching. Yeah, I was on message boards complaining about the tech looking too advanced. I’d gripe about how un-Vulcan the Vulcans seemed. I’d gripe about every violation of what I accepted as canon, that was often really just things the fandom had settled on in the 70s and had no basis on the show. And I was just a complete tool online when the first cloaking device showed up. 

And the theme song, oh my lord, the theme song.

But I kept watching. And before I knew it, I started to appreciate something about this show. I had to make a choice between griping that this modern show that I was actually enjoying didn’t adhere to a single line of dialog written (then) 40 years before for a show that wasn’t expected to last a year. I, a staunch Trek gatekeeper, was having an awakening about continuity and canon, and I had to figure out why. Finally it hit me. 

These characters, these performers, they were more than they should be. These characters were making me love them, even when the stories were mediocre or cliche or counter to what I believed was canon. 

Take Jonathan Archer, played with almost megaton-levels of earnestness by Scott Bakula. Archer’s earnest, do-gooder nature is so extreme…you know how a show like “Family Guy,” does a joke, and it’s ok, and then it keeps going way too long, and you get sick of it. And then it keeps going still, and somehow, this only kinda-funny joke goes so long or so far that it actually manages to somehow loop back around to being not just funny, but hilarious. That’s Archer’s earnestness, his naiveté.  His “oh gosh” nature is interesting and fun compared to Kirk’s bravado. Then, after he oh goshes his way into losing ANOTHER fight, he’s simply grating. THEN you start to think he’s just devastatingly boring. But if you keep watching, then it comes around to this unironic serving of safe-guy that doesn’t blink in how GOLLY he is as a hero and you smile when he all but winks at the camera. And then, in later seasons when he’s faced with some pretty devastating moral dilemmas, you FEEL it!

T’Pol, played by Jolene Blalock: she’s so attractive it almost hurts to look at her, but you realize soon after that while she somehow seems to keep ending up getting rubbed down in decon Jolene is BRINGING the performance. That her delivery, her tone; the micro-expressions which betray her stoic facade for the Vulcan emotions at a full boil underneath…you buy it. You realize her performance is wonderful, and she’s one of the best Vulcans in the entire franchise.

Connor Trinneer as the character I recently described as “Florida Man in Space,” Trip Tucker. He’s a walking cliche, his accent making “warp-field plasma conduits” sound like something you’d serve up with sweet tea and grits. He’s got Himbo energy that rivals the output of his anti-matter reactor, and still it works. His “I don’t really know much about anything, but I’m willing to learn…oh God I’m pregnant” (actual episode) speaks so beautifully to humans DISCOVERING things for the first time, screwing it up, but learning from their mistakes and going back for more! 

I could easily go on about Travis Mayweather, the kid who grew up in space and is both completely knowledgeable and blissfully ignorant of anything that goes on out there. Malcolm Reed, the British tactical officer who if his upper lip was any stiffer, he could use it as a weapon. Hoshi Sato who starts out completely out of her depth, and ends up loving it all. Dr. Phlox, your over-friendly, polyamorous uncle who brandishes optimism like a flame thrower and plays with eels. 

They are all just…TOO. Too this, too that, and in doing so, somehow all circle back to being absolutely perfect. Because as flawed as ENT is in its storytelling at times, and how mired it is in attitudes before #metoo, the IDEA of the show is a great one: How does humanity get from the mess we are now to the icons of TOS or TNG? Enterprise shows us it wasn’t a switch, but a road.  A long road, getting from there to here.

Yes, even the damn theme song, hokey and way too on the nose is EXACTLY RIGHT for what this show means.  

Somewhere along the line, we all knew we had to move in a little closer when ENT comes up to bat, but we all started wishing, hoping, that maybe it would get a home run.

And sometimes, just sometimes, these characters that are great in spite of themselves, and this design, that’s too good for what it should be**, and this show that’s just not on the level of its predecessors does exactly that and knocks one into the stands. Suddenly it’s season four, and Enterprise manages to sum up the humanity Star Trek has been serving up since 1966 better than any show before or since:

Vulcan Ambassador Soval: We don't know what to do about Humans. Of all the species we've made contact with, yours is the only one we can't define. You have the arrogance of Andorians, the stubborn pride of Tellarites. One moment, you're as driven by your emotions as Klingons, and the next, you confound us by suddenly embracing logic.

Admiral Maxwell Forrest: I'm sure those qualities are found in every species.

Vulcan Ambassador Soval: Not in such confusing abundance.

We’re not perfect, we’re not utopian, but we are AMAZING when we give ourselves the chance, and for me, Enterprise takes that idea and runs with it. It often swings and misses, but when it connects, we can smile and clap and let it take its run around the bases, because it makes us feel good. And if it weren’t for Enterprise teaching me how these lessons, these characters are more important that visual continuity or strict adherence to arcane canon, I wouldn’t have accepted the Kelvin timeline. The DISCO Klingons. The Strange New Worlds uniforms, sets, and character interpretations. Because as much as I love what Star Trek means, all of that deeper meaning is nothing if it isn’t entertaining. And Enterprise taught me how important that was. 

I could go on about how much better the show got when Berman and Braga took a back seat to Manny Coto, though there are certainly strong arguments that he got a little too fan-servicey. But in the end, the point is CBS took over and closed down Enterprise just as it found its footing. I hope the wave of nostalgia we’re seeing applied (perhaps TOO applied in shows like “Picard”) to modern Trek means we get more than a passing Lower Decks reference to the show. And if not, well, I’ve got my copies, and my fan fic, and my Tumblr memes. 

Most importantly though, I’ve got (I’ve got, I’ve got) Faith of the Heart.

*I will give the show credit at least that it was pretty willing to flaunt shirtless men as well, and biceps-a-plenty. 

**In regard to things looking more advanced, I will give credit to Brannon Braga for dropping a hint in an interview at the end of season 1 that the Enterprise-E coming back in “First Contact” had subtly altered the timeline, making things a little more advanced. Fans—and I regret to include myself—railed against that online, and it wasn’t really mentioned again. Recently, Strange New Worlds has revisited and canonized the idea that the timeline, even though it is the Prime timeline, DOES go through shifts and changes due to temporal incursions, evidenced wonderfully in the episode “Tomorrow and Tomorrow and Tomorrow” when a Romulan time traveler admits to altering time so the rise of Khan happens not at the 1992 date that Spock gave us in the original series “Space Seed” to now to him still being a child 30 years later. It’s in-story shorthand for the fact that when a show goes for six decades some continuity has to change and THAT IS OK. I wasn’t ready to accept it then, but am glad it’s now part of Trek. 

[blumoonfiction-blog]

Teach Your Monster to Read

Description: A free, game-based program that covers early reading basics. Suitable for children ages 3-6. Website: Teach Your Monster to Read Address: Online resource

[audreycritter]

Hi! Do you think there’s any room for Calkins-style story-based learning/encouraging a love for reading in the classroom, or should curriculums be purely focused on the evidence-based phonics instruction?

I'm gonna be honest, I really don't like Lucy Calkins. Her denial of the actual evidence supporting phonics-based reading programs has been incredibly detrimental to educational programs because her influence was so vast. It's only recently that she's recanted that stance or folded some phonics into her recommendations.

The truth is, with a few exceptions for precocious kids who have a natural bent for story-telling and reading, most kids aren't ready to be creative in this specific way when they're also learning to read. Many, many kids love to tell stories or make up stories or scenarios-- very few of them have any kind of recognizable story structure when they're in the 4-8 year old range. Putting that down on paper in a way that supports reading skills is ... way too much for most kids.

I'm on mobile and trying to collect/organize my thoughts, so I'll go through them with numbers to try to coherently cover the things I want to touch on. Keep in mind that I'm not a trained expert-- I'm just a life-long learner who has taught kids to read and worked with learning disabilities and neurodivergent kids, as well as NT kids.

1. Story is one of the first and earliest "academic" concepts it's beneficial to expose kids to. Kids benefit from being read to when they're very small and that benefit continues when they grow. Kids should be read to at their age level, above their age level, and for their interests. You foster a love for story by engaging with stories and the kid together. Even people who are never strong or comfortable readers can enjoy and love stories.

2. The mechanics of reading (phonics primarily, whole word for some kids depending on LDs) have very little to do with story when a kid is first reading. Pairing them often leads, in my experience, to frustration. Learning to read doesn't have to be BORING, but expecting story to "unlock" reading for a kid still working on sounds is...a bit out of order? Some kids "get" reading at some point, something CLICKS, and they find things they love to read. But for most kids, trying to retain "story" from one page to the next while they ALSO do the work of decoding sounds is a LOT.

3. Kids are SO creative, but being creative and having coherent creative output are two different things. Writing things down and reading and telling a story are all using different functions/pathways in the brain and it takes time to link those things. They need to be strong skills to work together. Asking a beginning reader to make up a new sentence about something and write it down is like telling an adult to sit and write the great american novel-- it's daunting. It's why so many kids who CAN verbally tell stories cry over homework that asks them to "describe" something. Kids in the 5-9 age set should almost always be given the option of dictating creative material to someone who can write it down for them, and even then, they need help. Their creativity at that age is a state of play, not usually a structured output. It's sort of like asking them to "demonstrate" creative playground play. A few kids will love to show off, many of them will act confused or self-conscious or freeze up.

4. I think love of story and love of reading are linked. I think they support each other. But driving reading education by using guess words and context and sight words to "unlock" story, or expecting a child's natural love of story to be part of some creative output that supports reading, are things that fail most kids. Early academic education is laying the foundation for all of these skills that should eventually work together. Reading is a skill. Writing, conceptually, is a skill. Physically writing with a pencil is a skill. Being able to tell back a story is a skill. They're all things that should be working alongside each other, but they use different parts of the brain and you can't help a kid make progress on one skill with an entirely different skill they aren't comfortable with yet.

Kids should be surrounded by story. They should get structured, specific sound education for reading. They should get to be creative. But you also have to know what their brains are doing and where they're growing to support that-- you can't ask them to work with tools they don't have yet. Teaching a kid to read and teaching them to love stories are two different things at that stage, and it leads to frustrated, struggling readers to treat them as the same thing.

[mariacallous]

In the spring of 2022, reports showed that only 67 percent of third graders were reading at grade level in the aftermath of the pandemic. Following on the heels of the recently released National Assessment of Educational Progress (NAEP) report, the U.S. now witnesses the largest decline in reading outcomes since 1980. Children from underserved communities have lost as much as half a year of traditional normal reading progress. Learning loss has become a well-worn term for an international crisis prompting governments to seek ways to accelerate learning.

This context has ignited a major reckoning with educational policy and methods. As it turns out, reading scores were not impressive even before the pandemic. According to the 2019 NAEP scores, just 34 percent of students were proficient at reading. By “proficient,” these scores suggest that students can only not just sound out a word, but also gain meaning from text. This low starting point pre-pandemic is the real problem. Someone, something, must be to blame.  According to a recent New York Times article and a widely heard podcast, “Sold a Story,” Professor Lucy Calkins of Columbia University seems to be descending to that mantle.

Professor Calkin’s balance reading curriculum was used in more than a quarter of U.S. schools. It focused on three cues that students needed to follow to become readers: semantics (is the word meaningful?), syntax (does the word fit grammatically?), and grapho-phonic (can you guess the sound from its first letter?). The bottom line is that this curriculum falls short. As “Sold a Story” reveals, balanced reading was an offspring of Marie Clay’s Reading Recovery program developed in New Zealand and used around the world. A report issued in April of 2022 noted that third and fourth graders who used reading recovery methods were behind those who did not use the program. Culprit revealed.

The science of reading has progressed a great deal in the 50 years since Reading Recovery and the balanced curriculum were introduced. Indeed, this period of scientific discovery can be seen as the end of the so-called reading wars between whole word instruction and phonics—or mastering the letter-to-sound correspondence that enables readers in an alphabetic system to translate print into language (i.e., that “b” translates into “buh”). Brain research helps to adjudicate that the winner of the reading wars was phonics. Professor Bruce McCandless of Stanford University found that children learning phonics activated the brain circuitry used in reading. Those who learned in whole-word methods did not.

Today, the brain circuitry underlying reading is well understood. Professor Stanislas DeHaene of the University of Paris is one of the leaders in this science. Reading, unlike speech, is a cultural phenomenon that must be learned. Professor Steven Pinker once said, “Children learn language in the way that spiders spin webs.” Reading does not work this way. Children need to visually recognize letters, combine the letters, and relate the sounds to the language and meaning systems in the brain. In fact, DeHaene argues that humans co-opted an area of the brain—the visual word form area—that matures as we get more experience in reading. That is, if children can sound out the words, they can tap into the vast resources of their language to glean meaning from print.

The bottom line is that children need to learn phonics and letters to sound out correspondence. Methods like Clay’s and Calkins, based on prior theories of whole-language reading, will not solve the problem. Calkin’s methods, as the podcast “Sold a Story” suggest, can generate readers who pretend to read rather than those who can actually read new words when encountered in print.

On the other hand, phonics alone, while necessary, will also not generate strong readers. A superbly written overview by Anne Castles and colleagues notes that children need to do more than translate letters into sounds: They need to make contact with a rich knowledge base and with a growing language system. In fact, educational methods that focused only on phonics had many children who sat in rows, barking out words for extended periods of time. Many of these children experienced the fourth-grade slump when their phonics knowledge did not translate into meaningful information. Jeanne Chall’s classic 2003 study suggested that the fourth grade slump results from the fact that students who have learned how to decode might not have the rich language base that they need to make meaning from the words that they sound out. Children need to learn in active and engaging ways that are meaningful and joyful.

The reading wars, it turns out, created a false dichotomy between meaning versus phonics as primary drivers of beginning—and later proficient—reading. The scientific answer is more nuanced. It takes both phonics and meaning to create strong readers. Phonics is the tool that allows children to break into the alphabetic system–to understand that the squiggles on the page relate to the words in their vocabularies. Meaning making is the key to finding richness in the narratives and the motivation for wanting to read.

U.S. student reading levels are low and have been low for decades. The pandemic exacerbated this serious educational problem. And this has prompted much reflection in education and in the public square. This is, however, an area in which the science is well developed.

We tend to oversimplify science when and if it moves from the laboratory to policy and classroom practice. Simplification comes at a cost. Even today, policymakers are pressed to understand that language and literacy are intertwined in all reading curricula moving forward. Let’s end the great disconnect between science, policy, and practice. Let’s teach reading in ways that supports a foundation in phonics while making the experience enjoyable, motivating, and meaningful by connecting to children’s lived experiences. Let’s not confuse pedagogy with content. Phonics instruction need not be drilled into children but can be learned at the same time children are learning meaning and are actively involved.

[onlinelearningclass]

Discover The Magic Of Phonics: Unlocking Reading Success With Phonics Classes!

The basis for proficient reading and writing is phonics. Learners acquire the skills to decipher words, identify spelling patterns, and develop reading fluency by comprehending the link between letters and sounds.

Visit us:- https://www.linkedin.com/pulse/discover-magic-phonics-unlocking-reading-success-classes-singh-yadac

[ivansergeyevichturgenev]

oh my god. so my program only required ONE teaching mathematics course. which is honestly crazy given we had three courses dedicated to sor (which was primarily k-2 focused, you are OWN YOUR OWN! for 3-6) which like don't get me wrong, i've been in the classroom, having a strong background in phonics and sor is so important bc not all of your 3-6 kids can read on grade level. and my cohort hated this woman and like i didn't love her at first...she ranted to the whole class when i came in a few minutes late one day (i do think it was her last straw after half the class treated the course as optional...even though the powerpoints were NOT posted and she was teaching us strategies we would have to demonstrate to her as part of our final in person which was insane. but i emailed her and apologized and that was when i was going through my what is wrong with my reproductive organs moment so i was stressed out and everything was cool.) but this class has been, dare i say it, arguably the most useful class i have ever taken and i use it nearly every time i have to work with a kid 1:1. the methods she taught us for explaining very complicated concepts to children...i mean where would i be without them. my peers would always be like this is dumb, standard algorithm, what is this lady going on about. That's awesome but manipulatives and other strategies that really break down problems can be so useful for kids who are struggling and/or students with disabilities. they need these tools and support! and yes, i say arguably most important bc my division has been using a solid reading curriculum for years before the va literacy act. i did a whole internship on reading tutoring. there's a lot of support in that department. less so in math and the math is hard to teach! to kids! oh i'm planning for the last week of summer school and close to sending a thank you email to this woman 😭😭😭

[beardedmrbean]

The Iowa House approved a bill aimed at improving literacy rates for Iowa students, allowing parents to have their child repeat a grade if they are not proficient in reading and adding new educational requirements for teachers.

House File 2618 passed on a 92-3 vote Tuesday. The bill would require schools to notify parents or guardians of students in kindergarten through sixth grade who are not reading at grade-level proficiency, and inform them of their ability to request that their child repeat a grade. Students who are not meeting literacy benchmarks will be given a personalized plan to assist them until they are able to read at grade level.

Rep. Sharon Steckman, D-Mason City, said many of the measures required by the bill are efforts teachers already take to improve literacy outcomes with students.

“Teachers watch out for kids that are not reading at grade level already,” Steckman said. “Teachers talk to parents already. Teachers put forth an (Individualized Education Program), or some sort of a plan for that student to get on grade level already. So much of this we’re already doing.”

She also praised the bill for being “toned down” from Gov. Kim Reynolds’ original proposal. When Reynolds brought up legislation at the beginning of session as a way to improve literacy rates in Iowa schools, she proposed requiring Iowa teacher licensure candidates in early childhood, elementary, K-12 reading and literacy preparation programs, as well as those in special education, to pass the Foundations of Reading assessment to graduate.

The passing requirement for teacher licensure was removed in a House amendment, but education program students would still be required to take the assessment, with results reported to the Iowa Department of Education.

Related California Considers ‘Science of Reading’ Bill, as 6 in 10 Students Lag Behind

The House bill also omits some of the prescriptions on reading instruction and literacy strategies present in the Senate’s version related to the teaching of phonics — teaching the sounds of letters to learn how to read — and banning certain literacy teaching strategies associated with rote memorization or contextual clues to identify a written word.

These measures were discussed in the context of the “science of reading” teaching methods that put a larger emphasis on phonics to improve young students’ reading and language abilities. Other states, including Mississippi, have seen improvements in national reading scores after adopting the approach.

Reynolds said in January that while Iowa did not see the drops in reading scores in recent years that other states have, “holding steady isn’t good enough” for Iowa students. The results from the 2022-2023 Iowa Statewide Assessment of Student Progress showed that 34% of Iowa third-graders were not yet proficient in English Language Art skills. Studies have found that students not proficient at reading in third grade face greater difficulties with academics and in their personal life as they age.

Rep. Tom Moore, R-Griswold, thanked Reynolds’ office for working with lawmakers to come up with a “good compromise” on how to approach improving reading education for Iowa students. Moore agreed with Steckman on the bill’s provisions being strategies many Iowa teachers already employ — but said that it was important to ensure all students get more literacy support as needed.

“Obviously, we wouldn’t be in the middle of the pack nationally reading-wise if all of our teachers were doing some of these things,” Moore said.

The legislation heads to the Senate for further consideration.