# Storytime AI — llms.txt

> AI-powered K-12 literacy platform aligned to the leading Science-of-Reading curricula, with oral reading fluency scoring, decodable books generated on demand, a Discover Library of decodables, Hi-Lo decodables, leveled fiction and non-fiction, read-along videos and songs, journey builder for teachers, and 10+ literacy mini-games. Built on the Science of Reading.

## Core pages
- [Homepage](/) — what we do, who it's for, evidence
- [For educators](/educators) — feature deep-dives + free classroom
- [For families](/families) — at-home reading practice on the Science of Reading
- [For districts](/districts) — pilot program, NDPA, AWS-native, built on the Science of Reading
- [Pricing](/pricing) — plans for educators, families, and districts
- [Security and compliance](/security) — sub-processor list, NDPA, FERPA, COPPA

## Literacy glossary
- [Acadience Reading Benchmarks](/glossary/acadience-benchmarks) — Acadience Reading is a K-6 universal screener and progress-monitoring system that evolved from DIBELS Next. Subtests cover phonemic awareness, decoding, fluency, and comprehension by grade and season.
- [Alphabetic Principle](/glossary/alphabetic-principle) — The alphabetic principle is the insight that letters in written words systematically represent the sounds of spoken words. It's the cognitive breakthrough phonics instruction is built on.
- [Balanced Literacy](/glossary/balanced-literacy) — Balanced literacy is an instructional approach that aimed to combine whole language with phonics. In practice it underemphasized systematic phonics and stagnated US reading scores for decades.
- [Blending Sounds](/glossary/blending-sounds) — Blending sounds is the phonemic-awareness routine of combining individual phonemes into a recognizable spoken word. It's the bottleneck skill underneath all early decoding.
- [Closed Syllables](/glossary/closed-syllables) — A closed syllable ends in a consonant and has a short vowel sound. It is the most common of the six syllable types and the foundation every CVC word and multi-syllable decoder builds on.
- [Consonant Blends](/glossary/consonant-blends) — Consonant blends are two or three consonants written together where each letter keeps its own sound — like br in brick or st in fast — bridging CVC words to longer ones.
- [Consonant Digraphs](/glossary/consonant-digraphs) — Consonant digraphs are pairs of letters that represent a single speech sound — sh, ch, th, ph, wh, ng, ck. Mastering them is the bridge from CVC decoding to fluent reading.
- [Consonant-le Syllable](/glossary/consonant-le) — The consonant-le syllable is the sixth syllable type — a final unstressed syllable made of a consonant plus -le that takes the schwa-l sound, as in ta-ble, sim-ple, and lit-tle.
- [CVC Words](/glossary/cvc-words) — CVC words follow the consonant-vowel-consonant pattern (cat, hop, sit). They're the first decodable words students read after learning short vowels and consonants — the entry point to text.
- [CVCe Words](/glossary/cvce-words) — CVCe words follow a consonant-vowel-consonant-e pattern where the final silent e signals the preceding vowel to say its long sound — the first long-vowel pattern most readers learn.
- [Decodable Books](/glossary/decodable-books) — Decodable books contain only the phonics patterns a student has already been taught — so they have to decode, not guess. The opposite of predictable leveled readers.
- [Decoding](/glossary/decoding) — Decoding is the cognitive skill of translating printed letters into the sounds they represent and blending those sounds into recognizable words.
- [DIBELS](/glossary/dibels) — DIBELS is the most widely-used universal literacy screener in US schools — a set of one-minute fluency measures used three times a year to identify students at risk.
- [Diphthongs](/glossary/diphthongs) — Diphthongs are vowel sounds that glide from one position to another in the mouth. In structured literacy, the two main ones taught explicitly are /ow/ and /oy/.
- [Dyslexia](/glossary/dyslexia) — Dyslexia is a neurobiological reading difference centered on impaired phonological processing. It's the most common learning disability and responds to structured-literacy intervention.
- [Encoding](/glossary/encoding) — Encoding is the act of translating spoken sounds into written letters — spelling, in plain English. It's the inverse of decoding and a powerful tool for cementing phonics knowledge.
- [Final Stable Syllables](/glossary/final-stable-syllables) — Final stable syllables are unaccented word endings — like -tion, -ture, -cious, and consonant-le — that pronounce consistently and make multi-syllable decoding predictable.
- [Fry and Dolch Words](/glossary/fry-and-dolch-words) — The Fry (1,000 words) and Dolch (220 words + 95 nouns) word lists catalog the most common words in English print. Knowing how (and how not) to teach them is central to early literacy.
- [Guided Reading](/glossary/guided-reading) — Guided reading is small-group instruction with leveled texts, popularized by Fountas & Pinnell. Being phased out in US elementary classrooms as it conflicts with Science-of-Reading research.
- [Hasbrouck-Tindal Norms](/glossary/hasbrouck-tindal-norms) — Hasbrouck-Tindal oral reading fluency norm tables are the most-cited WCPM benchmarks for grades 1-8. The 2017 update replaced the 2006 norms and is what US schools reference today.
- [Heart Words](/glossary/heart-words) — Heart words are high-frequency words with irregular spellings that are taught by mapping the regular and irregular parts — not by visual memorization.
- [Letter-Sound Correspondence](/glossary/letter-sound-correspondence) — Letter-sound correspondence is the knowledge that specific letters and letter combinations represent specific speech sounds. It's the bridge from phonemic awareness to decoding.
- [Morphology](/glossary/morphology) — Morphology is the study of meaningful word parts — roots, prefixes, and suffixes. Morphological awareness is one of the highest-leverage skills for reading and spelling above 2nd grade.
- [MTSS vs. RTI](/glossary/mtss-vs-rti) — MTSS evolved out of RTI. Both share a tiered structure, both originated in special-education law, and most schools today use the terms loosely interchangeably — but they're not identical.
- [Multi-Syllable Decoding](/glossary/multi-syllable-decoding) — Multi-syllable decoding is the systematic strategy for reading words of two or more syllables — using syllable division, syllable types, and morphology to attack long words without guessing.
- [Multi-Tiered System of Supports](/glossary/mtss) — MTSS is a tiered framework for delivering academic and behavioral support — universal screening, evidence-based instruction, intervention, and progress monitoring all integrated into one system.
- [Nonsense Words](/glossary/nonsense-words) — Nonsense words are pseudo-words that follow English phonics rules but aren't real words — used in screeners like DIBELS NWF to assess pure decoding without sight-word memorization.
- [Onset-Rime](/glossary/onset-rime) — Onset-rime is the phonological-awareness level between syllables and phonemes — splitting a syllable into the consonant(s) before the vowel and the vowel-plus-rest. The substrate for word families.
- [Open Syllables](/glossary/open-syllables) — An open syllable ends in a single vowel, and that vowel says its long name — me, hi, go, pa-per, ti-ger. One of the six syllable types and a key to multi-syllable decoding.
- [Oral Reading Fluency](/glossary/orf) — Oral reading fluency is the ability to read connected text accurately, at an appropriate pace, with prosody. It's the bridge between decoding and comprehension.
- [Orthographic Mapping](/glossary/orthographic-mapping) — Orthographic mapping is the cognitive process by which readers turn unfamiliar printed words into instantly-recognized sight words by binding spelling, pronunciation, and meaning.
- [Phonemic Awareness](/glossary/phonemic-awareness) — Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words — the foundation that makes phonics learnable.
- [Phonics](/glossary/phonics) — Phonics is the systematic, explicit teaching of how letters and letter combinations represent the sounds of spoken language.
- [Phonological Awareness](/glossary/phonological-awareness) — Phonological awareness is the ability to recognize and manipulate the sound structure of spoken language — from words and syllables down to onsets, rimes, and individual phonemes.
- [Prefixes](/glossary/prefixes) — Prefixes are morphemes attached to the beginning of a root word to change its meaning. The 20 most common English prefixes cover about 97% of all prefixed words students will read.
- [Prosody](/glossary/prosody) — Prosody is the rhythm, phrasing, stress, and expression of oral reading — the dimension of fluency that signals whether a reader is processing meaning. Scored on a 4-point NAEP rubric.
- [R-Controlled Vowels](/glossary/r-controlled-vowels) — R-controlled vowels are vowel + r combinations where the r changes the vowel sound — ar, or, er, ir, ur. They're one of the six syllable types and a common 1st-2nd grade phonics target.
- [Reading Comprehension](/glossary/comprehension) — Reading comprehension is the construction of meaning from text — the goal of all reading instruction. It depends on decoding, vocabulary, language comprehension, and active strategies.
- [Reading Fluency](/glossary/fluency) — Reading fluency is the ability to read connected text accurately, at an appropriate rate, and with expression — the bridge between decoding and comprehension. It has three measurable dimensions.
- [Reading Recovery](/glossary/reading-recovery) — Reading Recovery is a 1-on-1 first-grade reading intervention developed by Marie Clay. It's being phased out as its three-cueing and leveled-text practices conflict with the Science of Reading.
- [Response to Intervention](/glossary/rti) — RTI is a tiered framework for identifying struggling students early and delivering evidence-based intervention before referring for special education.
- [Running Records](/glossary/running-records) — A running record codes a student's oral reading errors into MSV (Meaning/Syntax/Visual) categories. Being phased out as MSV conflicts with Science-of-Reading research.
- [Scarborough's Rope](/glossary/scarboroughs-rope) — Scarborough's Rope is the visual model showing how skilled reading is woven from word recognition strands and language comprehension strands.
- [Schwa](/glossary/schwa) — The schwa is English's most common vowel sound — an unstressed 'uh' that appears in nearly every multi-syllable word. Understanding it unlocks both reading and spelling.
- [Science of Reading](/glossary/science-of-reading) — The settled body of research on how children actually learn to read — covering phonics, phonemic awareness, fluency, vocabulary, and comprehension.
- [Scope and Sequence](/glossary/scope-and-sequence) — A scope and sequence is the ordered plan for what phonics patterns are taught and in what order. The reason two curricula teaching the same patterns can produce different reading outcomes.
- [Segmenting and Blending](/glossary/segmenting-and-blending) — Segmenting and blending are the twin phonemic-awareness skills underneath all reading and spelling. Blending = sounds → word; segmenting = word → sounds. Master both, unlock the alphabetic code.
- [Silent Letters](/glossary/silent-letters) — Silent letters are written letters that aren't pronounced — like the k in knee or the b in lamb. They cluster in predictable patterns and most can be taught explicitly.
- [Simple View of Reading](/glossary/simple-view-of-reading) — The Simple View of Reading: Reading Comprehension equals Decoding multiplied by Language Comprehension. If either factor is zero, comprehension is zero.
- [Soft c and Soft g](/glossary/soft-c-and-soft-g) — Soft c and soft g are the phonics patterns where c represents /s/ (city, cent) and g represents /j/ (gem, giant) — usually when followed by e, i, or y.
- [Structured Literacy](/glossary/structured-literacy) — Structured literacy is an evidence-based approach to teaching reading characterized by explicit, systematic, multisensory instruction in the components of reading.
- [Suffixes](/glossary/suffixes) — Suffixes are morphemes attached to the end of a root word. Some change grammar (-s, -ed); others change part of speech (-ness, -ly). Learning them unlocks reading and spelling.
- [Syllable Types](/glossary/syllable-types) — The six syllable types — closed, open, vowel-consonant-e, vowel team, R-controlled, and consonant-le — are the decoding map that lets readers attack multi-syllable words confidently.
- [Three-Cueing](/glossary/three-cueing) — Three-cueing is a reading strategy that prompts students to use meaning, syntax, and visual cues to identify words. Cognitive science has shown it interferes with skilled reading.
- [Tier 2 Reading Intervention](/glossary/tier-2-reading-intervention) — Tier 2 reading intervention is small-group, targeted instruction for students not responding adequately to core (Tier 1) reading. It stays general education, not special education.
- [Tier 3 Reading Intervention](/glossary/tier-3-reading-intervention) — Tier 3 reading intervention is intensive, individualized instruction for students whose response to Tier 2 has been inadequate. Smaller groups (1-3), longer sessions, often specialist-delivered.
- [Trigraphs](/glossary/trigraphs) — A trigraph is three letters that together represent a single speech sound. The most common English trigraphs are -tch, -dge, and -igh, each governed by specific position rules.
- [Vocabulary](/glossary/vocabulary) — Vocabulary is the body of words a reader knows. In reading instruction, words are grouped into three tiers — and the tier matters more than the count when planning instruction.
- [Vowel Teams](/glossary/vowel-teams) — Vowel teams are two (or sometimes three) vowel letters that work together to represent one vowel sound. They're how English spells most long-vowel words after CVCe.
- [Word Families](/glossary/word-families) — A word family is a group of words that share the same rime — the vowel and any consonants that follow it. Cat, bat, hat, and mat all share -at. Word families let early readers decode by analogy.
- [Y as a Vowel](/glossary/y-as-a-vowel) — Y is a consonant at the start of a syllable and a vowel everywhere else. It says long i at the end of one-syllable words, long e at the end of multi-syllable words.

## Curriculum support
- [Amplify CKLA](/curriculum/amplify-ckla) — How Storytime AI supports Amplify CKLA classrooms — decodable books aligned to the Skills Strand scope, comprehension quizzes built around the Knowledge Strand, and Skill Tree mastery tracking.
- [LMW Guided Phonics and Beyond](/curriculum/lmw-guided-phonics) — Storytime AI aligns to the scope and sequence of LMW Guided Phonics and Beyond — 107 lessons organized in Units 2 through 6+, anchored to systematic structured-literacy instruction.
- [IMSE Orton-Gillingham](/curriculum/imse-orton-gillingham) — How Storytime AI supports IMSE Impact and Comprehensive OG classrooms — decodable books mapped to the IMSE scope, multisensory practice extended digitally, and per-pattern mastery tracking.
- [UFLI Foundations](/curriculum/ufli-foundations) — How Storytime AI supports UFLI Foundations natively — the decodable book library, the lesson-by-lesson skill mapping, the K-2 game shell.
- [Wilson Fundations](/curriculum/wilson-fundations) — How Storytime AI supports Wilson Fundations natively — decodable books mapped to each unit, K-3 game shell tuned to the scope and sequence, and per-pattern mastery tracking.

## For AI agents
- Markdown corpus: [/llms-full.txt](/llms-full.txt) — all content collections concatenated as plain markdown

Last updated: 2026-05-29