And then you already referenced Dr. Marianne Wolf's POSM acronym, and I'm sure that can be an episode all on its own, but maybe you can briefly just explain the different components of the acronym and how that assists in integrating all those multiple award-level knowledge.

Yeah.

So as I mentioned earlier, I began working with Dr. Wolf because she was studying fluency development among students with dyslexia.

And what she found with this population, and I think what resonates with a lot of educators, is many children who have been diagnosed with a specific learning disability or who are receiving... additional support, maybe tier two intervention, often make good progress with their decoding skills given the instruction, but that it doesn't always translate into fluency development.

And so she was really trying to unpack why that was.

And what she discovered in part was that it had to do with the retrieval process.

And so retrieval is one of the big cognitive skills that contributes to reading.

breaking up of

long because it's a long vowel

T.

Right.

So you determined how to pronounce the vowel sounds in those words based on the letters that were following it.

And so there is an incredible value in helping children read across an entire word and pay particular attention to that rhyme pattern.

in order to stabilize the vowel sound.

Many children will look at the first two letters of the word and they might guess, or they might sound out a word one part at a time, kind of the segmenting, recoding, like buh, and then go back and re-code it, and they might, as the words get longer, transpose some of the letter sounds or mix up the places.

But Rand comes actually, Melissa, I don't know if you want to continue your Marianne thread here.