Save the Dates: Decoding Instructional Strategies Live Event on May 13 and 18 at 2 to 4 PM EDT

Hi Everyone,

Please save the dates of both May 13 and May 18 from 2 to 4 PM EDT to attend a very special live event taking place in the LINCS Reading and Writing Community. Dr. Daphne Greenberg, Christine Miller, Inga Einarson, and Devi Rodgerson from the Center for the Study of Adult Literacy will demonstrate a number of decoding and spelling instructional strategies. You will learn different tools for teaching letter-sound relationships, including tricky sounds and vowel combinations, two different approaches to decomposing multisyllabic words, and an organizational framework that can help our adult learners read unfamiliar words in an independent, flexible, and efficient manner.

Many of our adult learners have gaps in their decoding knowledge that prevents them from becoming independent readers. This is true even for readers at higher grade level equivalents. Teaching our learners a few key strategies can help facilitate their goal of becoming more efficient, accurate, and fluent readers.

This event was done to rave reviews at the recent COABE conference and was also featured at the ProLiteracy conference. The first session in this two-part series will take place on May 13 from 2 to 4 PM EDT. The second session will take place on May 18 from 2 to 4 PM EDT. Please attend both sessions as they build on each other and each covers different material. 

You must complete two separate registrations for this event:

Register for May 13 here

Register for May 18 here


I look forward to interacting with you at this event!

Steve Schmidt, Moderator

LINCS Reading and Writing Community


I'm so glad some tides have turned and we're allowed to say phonics again!!!   When I started this job in 2001, I pored over the "developmenatl reading" literature and .... everybody's interventions either said *nothing* about decoding at all, as if it didn't exist, of that "decoding wasn't the problem.... without saying what that was based on.   I think one article asked the students if they had a decoding problem and since they said no, welp, that  meant they didn't.   

I have a ton of phonics resources including a huge collection of word lists I put together (when I had a class period where my duty was to sit at the desk)   ... I spent five years teaching Orton-Gillingham at a small private school and acquired a few things and a lot of nerdly knowledge about words ;)  

Thanks for your insight here Susan! 

OCTAE's STAR initiative has long stressed assessment and instruction in the four components of reading, including alphabetics. The North Carolina General Assembly recently submitted a bill requiring phonics in K-12 reading instruction.

While I was learning to read in the early 1970s, I was a product of whole language reading instruction. I still struggle with pronouncing some words which I believe stems from my lack of learning to read with a phonics-based approach.

How are you incorporating phonics instruction with your students?

Thanks in advance for your comments,

Steve Schmidt, Moderator

LINCS Reading and Writing Community