Implementing schoolwide evidence-based reading instruction grounded in the science of reading can be a significant challenge. The book guides educators on how to use the PLC process to improve student reading performance. Access assessments and lesson plans focused on the five pillars of literacy instruction, with collaborative strategies to help principals and teachers meet student needs and improve literacy outcomes.
K–6 educators, teams, leaders, and administrators will: - Discover well-supported, evidence-based strategies to teach and assess literacy
- Encounter real-life examples that demonstrate the benefits of these strategies in action
- Learn how to implement these valuable strategies in classrooms
- Employ ready-made lesson plan templates to jump-start new strategy implementation
- Lead a school through the challenges of implementation with the help of the PLC process
Contents: Introduction
Part 1: Literacy Instruction at the Leadership and Teams Level Chapter 1: The Case for Change
Chapter 2: Successful Schoolwide Implementation of the Science of Reading
Chapter 3: A System for Transitioning Schools to Evidence-Based Reading Practices
Chapter 4: The Work of Teacher Teams
Part 2: Direct Instruction Chapter 5: Phonological Awareness
Chapter 6: Phonics
Chapter 7: Fluency
Chapter 8: Vocabulary
Chapter 9: Reading Comprehension
Epilogue
Appendix A: Phonological Awareness Lesson Plans
Appendix B: Phonics Activities
Appendix C: Fluency Activities
Appendix D: Vocabulary Activities
Appendix E: Reading Comprehension Activities
References and Resources
Index
George Georgiou is a full professor in the Faculty of Education at the University of Alberta and the director of the J. P. Das Centre on Developmental and Learning Disabilities. In the past, George also worked as an elementary school teacher and as an advisor to Alberta Education. His research focuses on the prevention and remediation of reading difficulties across ages and languages. He has examined the developmental dynamics between environmental factors (that is, home literacy environment) and affective factors (that is, motivation) with literacy acquisition.
George has received several research awards in his career. In 2015, he received the prestigious Richard E. Snow award from the American Psychological Association (Division 15); in 2018, he received the Alberta Teachers’ Association educational research award; in 2020, he received the Killam Professorship; and in 2024, he received the Confederation of Alberta Faculty Associations (CAFA) distinguished researcher award. Because of the societal impact of his work, in 2018, he was inducted into the Royal Society of Canada, and in 2022, he received the Queen Elizabeth II Platinum Jubilee Medal.
George received a bachelor’s degree in primary education from the University of Cyprus and a master’s degree and doctorate in educational psychology from the University of Alberta.
Greg Kushnir is an educational leader and presenter with over three decades of dedicated service in public education. He earned both his bachelor’s and master’s degrees from the University of Alberta, specializing in oral language, reading, and writing disabilities. This foundational expertise has fueled his lifelong commitment to enhancing educational outcomes for all students.
Throughout his career in Edmonton Public Schools in Alberta, Canada, Greg consistently demonstrated exemplary leadership and a deep commitment to educational excellence. He has led three schools: Terrace Heights Elementary School, Ellerslie Campus, and Esther Starkman School. Under his guidance, each was transformed into a Model Professional Learning Community (PLC) at Work®, acclaimed for dramatic improvements in student achievement. This remarkable transformation is a testament to his visionary leadership and his ability to effectively implement educational strategies that foster significant and sustainable improvement.
Greg’s contributions to education have been widely recognized. He has been nominated for educational excellence in Alberta four times. In 2010, his innovative approaches were honored with the Alberta ASCD Award for Innovative Practice. Furthermore, in 2014, he was a nominee for the Learning Partnerships Award of Excellence, distinguishing him as one of Canada’s outstanding principals.
Since 2005, Greg has also excelled as an educational consultant. His expertise is particularly focused on helping schools develop the culture of a PLC, enhancing response to intervention (RTI) systems, and supporting the improvement of priority schools. His work in these areas has not only bolstered the operational success of numerous schools but also significantly enriched the educational experiences of countless students.
