So why are there so many students who seem like good readers in first grade, but then they suddenly hit a wall when they face these longer words in the upper elementary grades?

That's such a good question.

First, I want to just say that those stats are cited in the paper, but that's not my own original research.

Most of that comes from Freddie Hebert's research.

So I wanted to give her a shout out for drawing attention to this problem long before I started studying it with Dr.

Strong.

But basically, I was making some notes, and I had to really restrict myself to three big reasons that this pops up.

And so in selecting words, what sort of heuristics, what process did you use to select words in Read Stop Write for students to practice that perhaps, you know, what strategies could the teachers use when selecting their own words to support students with multi-Slamic word reading?