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What's IncludedWhat's TaughtImplementationFundingResearchVoices |
The program’s authors, John Shefelbine and Katherine K. Newman, developed the SIPPS® program based on their own research as well as that of others—and reports from the National Reading Panel.
Here’s what the experts say about decoding and fluency:
Beginning readers need a comprehensive approach.
Specific methods improve phonemic awareness.
A systematic phonics approach is key.
Reading instruction too often skips polysyllabic decoding.
Training for fluency is essential.
Regular assessment informs instruction.
Beginners need better reading materials.
Notes
1. Snow, Catherine E., M. Susan Burns, and Peg Griffen, eds. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press, 1998, p. 7.
2. 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. Reports of the Subgroups. Bethesda, MD: National Institute of Child Health and Human Development, pp. 2-4.
3. National Reading Panel, p. 2-92.
4. Cunningham, C. (1998). “The Multisyllabic Word Dilemma: Helping students build meaning, spell, and read ‘big’ words.” Reading and Writing Quarterly: Overcoming Learning Difficulties, Vol. 13, No.2, pp. 189-218.
5. National Reading Panel, p. 2-92.
6. Snow, Burns, and Griffen, p. 7.
7. Hiebert, E.H. (1999). “Text matters in learning to read.” The Reading Teacher, Vol. 52, pp. 552-566.
1. Snow, Catherine E., M. Susan Burns, and Peg Griffen, eds. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press, 1998, p. 7.
2. 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. Reports of the Subgroups. Bethesda, MD: National Institute of Child Health and Human Development, pp. 2-4.
3. National Reading Panel, p. 2-92.
4. Cunningham, C. (1998). “The Multisyllabic Word Dilemma: Helping students build meaning, spell, and read ‘big’ words.” Reading and Writing Quarterly: Overcoming Learning Difficulties, Vol. 13, No.2, pp. 189-218.
5. National Reading Panel, p. 2-92.
6. Snow, Burns, and Griffen, p. 7.
7. Hiebert, E.H. (1999). “Text matters in learning to read.” The Reading Teacher, Vol. 52, pp. 552-566.
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