As a Teacher Consultant, I work with classroom and special education teachers modeling code emphasis multi-sensory reading instruction. The goal is immediate implementation of explicit instructional daily routines.After a series of sessions working together, teachers are baffled they did not receive these instructional strategies while in college.Many teachers are trained in three cueing strategies which allow students to "skip" words they don't know, use picture cues or find known words in "big words." Without explicit phonetic instruction in grades K-3, many students who reach fourth grade struggle with multisyllabic words. They have not been taught to syllabicate. The latter strategies do not work.The strategies go beyond phonics instruction. We teach morphology; roots, endings and prefixes. Students will use terms such as consonants, diphthongs, open and closed syllables.Teachers are relieved once they learn these explicit instructional tools. Behaviors reduce as student engagement increases. In my current District, a team of our teachers have started to use the code emphasis multi-sensory instructional strategies. We are seeing tremendous growth in the 80th to 95th percentile. Many of our students who receive this type of reading instruction make between 10 and 17 months growth in one school year. The average growth is 50th percentile and 9 months growth. Students with 1-2 years below grade level reach grade level. In order to continue this momentum they need this explicit daily instruction.My goal with that's what I heard is to reach out beyond my district and share these strategies with teachers to provide the tools to make them stronger reading instructors and provide tools to identify student needs.