This book guides K–3 teachers to integrate reading and learning science and cutting-edge technology tools into successful practices that strengthen students’ foundational literacy skills. Carla N. Williams translates theory into action with the REWIRE framework—Retrieval, Explicit instruction, Working memory, Integration of meaning, Reflective AI use, and Engagement with evidence. Chapters on phonemic awareness, decoding, fluency, oral language, comprehension, and writing feature explicit, step-by-step anchor routines (available for download at the companion website); classroom scenarios; teaching tips; reflection questions, and more. Throughout, Williams shows how to use AI tools to support planning and differentiation, while keeping teacher expertise and student needs at the center.

“A useful reference for teachers on many aspects of reading (and writing) instruction for children in elementary school. I particularly appreciate the integration of various science of learning principles such as cognitive load for understanding reading challenges, as well as a clear and easy-to-follow chapter on reading fluency. The author’s acknowledgement and integration of concepts surrounding how and when to use AI/technology support (and when not to) offers a fresh and welcome perspective to teachers at all levels of experience charged with the critical job of teaching children to read.”

—Catherine McBride, PhD, Distinguished Professor, Department of Human Development and Family Science, Purdue University

About the Author

Carla N. Williams, EdD, is Associate Professor of Early Childhood and Elementary Education at the University of Central Missouri, where she teaches undergraduate and graduate courses and is a recipient of the university’s Excellence in Teaching Award. Dr. Williams’s research focuses on the integration of the sciences of reading and learning and the use of generative AI tools to strengthen the development of foundational literacy skills, especially in grades K–2. A former first-grade teacher and literacy coach, she presents her research at national and regional conferences and has published in leading literacy journals. Dr. Williams once taught reading with more enthusiasm than evidence and hopes to spare others the trouble.

Audience

Teachers of children ages 5–8 (grades K–3); literacy specialists and coaches; teacher educators and students.

Course Use

May serve as a supplemental text in graduate-level courses.