Building Bridge to Reading (Part 1)
Have you heard? Heggerty is expanding into phonics with our new program, Bridge to Reading.
With 66% of 4th graders reading below a proficient level, having a solid foundational tool to put into teachers’ hands is a crucial component in fighting the literacy crisis our country is facing. Bridge to Reading is a comprehensive reading foundational curriculum encompassing the beloved Heggerty phonemic awareness paired with explicit phonics instruction for the perfect combination.
The following is the first in our series of blog posts going behind the scenes in the creation of Bridge to Reading. For more information on our new foundational skills curriculum, visit Heggerty.org/BridgetoReading.
Reeducating a generation of teachers
Many of us on the Heggerty team have held the role of classroom teacher, literacy coach, or reading specialist and have used different curricula and resources to provide reading instruction for the students in our classrooms. As we planned for Bridge to Reading, we knew we wanted to create something that teachers would find accessible for instruction and, at the same time, provide the teacher with the why behind the instruction.
One of our mantras when creating the content was “teach to train” We wanted the instructional materials to be something that teachers would not just teach but that the materials would further their own understanding and knowledge base.
I think the recent NAEP scores have been a wake-up call for many educators. Schools and districts across the country are looking at literacy instruction with fresh eyes.
The team’s thought process while writing Bridge to Reading was this:
- What can we put into the hands of educators that will build capacity among the staff members in the science of reading research?
- What if a foundational skills curriculum could go beyond the what to get to the why behind the lessons?
- How can we support delivery methods so students can grasp abstract phonic concepts to become skilled readers?
📖 View samples from the Bridge to Reading curriculum, including the scope and sequence, lessons from the teacher’s guide, and pages from the student R.E.A.D. books
Foundational skills are more important than ever
I am sure you have heard the news from the most recent release of NAEP scores that literacy rates over the last 30 years have remained stagnant despite the reading research. Research tells us that 95% of children can be taught to read by the end of first grade; however, the NAEP scores show that in 2022, 66% of 4th-grade students are reading below a proficient level. As educators, we need to be doing more.
The word intentional comes to mind when I think of Bridge to Reading. “Doing more” doesn’t mean giving more time. It doesn’t mean spending your nights planning new lessons or attending professional development.
The Bridge to Reading team has intentionally planned the scope and sequence based on various science of reading conceptual models, among other resources.
We have delved into the frequency of sounds in print and the age of sound production in children. We’ve worked with a speech-language pathologist to create engaging lessons, all while keeping the reality of today’s classrooms top of mind. Lessons are designed to be simple and provide everything at an educator’s fingertips.
In short, Bridge to Reading will take the guesswork out of foundational skills.
🖥️ To learn more about Bridge to Reading, visit Heggerty.org/BridgetoReading.
🎥 To hear more from Alisa on the importance of Foundational Skills, view her recent webinar, Bridging Research and Reality: Balancing Foundational Skills Instruction in the Classroom.
📖 View samples from the Bridge to Reading curriculum, including the scope and sequence, lessons from the teacher’s guide, and pages from the student R.E.A.D. books.
Very informative. I’m so excited about this program. While I’m retired, I still work with students who need support in ELA/reading. I think “Bridge to Reading” is the missing link for students 8-12 years of age. It is extremely difficult to be successful in the ‘Reading to Learn’ stage when you are still struggling with ‘Learning to Read’. Looking to the future, I’m hopeful that Heggerty will eventually to address my high school students. The difficulties they faced when 10 years old are still with them. But now that are young adults and have experienced many painful moments, causing them to avoid asking for help.