As we gear up for our 7th annual writing contest at Storyshares, it is amazing to reflect on where it all began: a single writing contest – an experiment to test the waters. The very first Storyshares contest launched in 2013. It was, and still is, a project designed to address the lack of engaging and culturally relevant texts for adolescents and young adults whose reading levels lagged behind their ages and interests. We sought to answer a key question: could we inspire a community of authors to develop a new kind of book designed specifically to support and empower older, striving readers?

For part three of our “Tuesday Tidbit” structured literacy series, we’ll discuss decoding and spelling interventions for older readers.

For part two of our “Tuesday Tidbit” structured literacy series, we’ll discuss powerful reading comprehension strategies for older striving readers.

A newcomer’s experience in the big city reflects the intricacies of learning to read. Literacy is amazingly complex, relying on multifaceted and interwoven layers, which build on and influence each other as we make meaning from written language. So what does this process look like?

Sign up for the first-ever Storyshares webinar, Teaching With Decodable Texts!

This week we’re launching a five-part “Tuesday Tidbit” series, which will provide you with a practical approach to structured literacy with older, striving readers. In this series, we’ll discuss engaging approaches to vocabulary building, reading comprehension strategies, phonics & spelling routines, fluency activities, and prompts for written expression. 

Librarians are passionate about cultivating a love of reading in young minds. While fostering this enthusiasm in early readers is often joyful, supporting developing readers, especially in upper elementary and middle school, can present unique challenges. This is where decodable books emerge as invaluable tools.

Welcome to another edition of Tuesday Tidbits! Today, we’re diving into the world of reading instruction with a focus on five key terms that are foundational to the Science of Reading. Understanding these terms is essential for educators, parents, and anyone interested in supporting literacy development.

While extensive research highlights the importance of early foundational literacy education, a significant gap exists in understanding the literacy needs of older students (grades 3-12). To address this gap, Storyshares conducted a research study investigating the impact of new, controlled, Science of Reading-aligned books on developing readers in grades 3-12. Read on to learn more about our findings.