Can you give us, you know, sort of step by step what a whole day looks like in Read Like Us?

Yeah, so I'll take, let's see, I've got text 25 pulled up.

So this title was The Rock Cycle.

So the three words that I pulled from the text, The Rock Cycle, was one, cementing.

The second one was compacting and three, erupting.

So clearly those are all important, right? If you're reading a text on the rock cycle, those ones are going to matter.

They did all have the ing suffix at the end.

And what do you think were the key differences between Read Like Us and the control position?

So I loved that she was, uh, speaking about that and really where we could bolster our instructional practice.

It doesn't have to be sterile in the sense of it's, like, this really, like, neat and clean and tidy, polished, like, oh, like, you know, arches, that's a plural suffix, right? I think was the what, what Dr.

Wright used.

But, uh, this is kinda making me think of actually Dan Reynolds' presentation where he was talking about comprehension and, and, um, listeners on my podcast, I interviewed Dan Reynolds and his research team about, um, their white paper.

It's a couple episodes back, but, uh, and I've, I've read the white paper, and I've talked with Dan about the paper.

Uh, but, but hearing it again, it finally sunk in where, uh, they were-- they-- one of the things they were looking at in their comprehension study was, um, the sort of what teachers intended to do based on their, like, learning, uh, you know, learning criteria, their learning objective that they'd, like, write up on the board, for example, versus what they actually did.

And, and what they found was a lot of times that teachers would indicate, like, a really rigorous learning criteria, but then in practice, like, that wasn't really happening.

Okay.