Many teachers have learned that practices such as text leveling, the three-cueing system, and traditional running records are not supported by the Science of Reading, but they are often left without actionable alternatives.

This session bridges the gap between understanding and application by exploring why these practices are ineffective and providing evidence-based replacements. Teachers will leave equipped with practical strategies for explicit instruction, orthographic mapping, and data-driven decision-making to enhance student outcomes and align their practices with research.