Discover Phonics - PROGRAM SAMPLER

11 • adapt to the needs of individual students, including English Learners, Students with Disabilities and others, based on assessment; • include alphabetic knowledge (August & Shanahan, 2006) Language Interaction in the Classroom The work of Vygotsky (1978) has long served as a foundation for much of the research and theory on language development in the classroom. He believed strongly in the role of social interaction in the development of cognition and language. Notably, the importance of multiple exposures and meaningful interactions with language is key. Humans cannot learn a language through rote memorization and have it be preserved or applied in any meaningful way. Instead, repeated exposure through multiple opportunities is crucial. Today, many researchers build on this information. For example, Blevins (2016) discusses the ways a systematic approach can move teachers away from isolated skills work and toward a meaningful application of phonics skills. In essence, Discover Phonics incorporates the foundational research and progressive models designed to meet the needs of today’s diverse learners. The research is translated into strategies that function in a cohesive manner, focusing on the desired result of raising readers. References: August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ. Blevins, W., & Chambliss, M. (2017). Phonics from A to Z: a practical guide. Scholastic. Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... &Wissel, S. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008. What Works Clearinghouse. Available at: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_ foundationalreading_040717.pdf Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Moats, L. C. (2020). Speech to print: Language essentials for teachers. (3rd ed.) Baltimore, MD; Brookes. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction [on-line]. Available: http://www. nichd.nih.gov/publications/nrp/smallbook.htm. Vygotsky, L.S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.