Why We’re Asking For Your Help
The National Reading Panel (NRP), established in 1997, conducted extensive research to determine effective methods for teaching children to read. Their 2000 report emphasized the importance of systematic instruction in five key areas:
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
Despite these findings, reading proficiency in the U.S. has remained largely stagnant over the past 30 years.
The "Science of Reading" movement has sought to align classroom instruction with evidence-based practices in recent years. Nevertheless, many schools continue to face challenges.
Factors such as inconsistent implementation, inadequate teacher training, and the persistence of outdated instructional methods have hindered widespread progress.
In summary, while the NRP provided a clear framework for effective reading instruction, systemic issues have limited the Science of Reading and its impact on improving reading outcomes nationwide.
Lokahi Connect
Makes a Difference
Structured Word Inquiry (SWI)
The word <sign>, when analyzed in meaningful context and with other words sharing the same base element, spelling is clarified, understood, and memorable.
Traditional literacy programs identify the word <sign> as irregular, or an exception, based on a false understanding associated with the fundamental role of graphemes.
Structured Word Inquiry (SWI) is an evidence-based approach to literacy that invites students to explore the structure of English words through scientific investigation. Rather than relying on memorization, SWI encourages learners to ask questions:
What does the word mean?
What are its morphemes (prefixes, bases, suffixes)?
What are its morphological and etymological relatives?
How do the graphemes function within the word?
This method integrates morphology (word parts), etymology (word origins), and phonology (sounds) to help students understand that English spelling is logical and meaningful.
