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Comprehension

What Is the Proper Sequence to Teach Reading Skills?

Years ago, when the National Reading Panel (NRP) report came out, Congress tried to impose a national literacy sequence on American schools. Their plan only allowed phonemic awareness instruction until kids could fully segment words. Then the law would let us teach phonics… but no fluency until the word sounding was completed. Eventually we’d even get to comprehension — at least for the most stalwart boys and girls who hung in there long enough.

A very ambitious plan; one that suggests a clear developmental sequence in how reading abilities unfold.

Does a Listening Deficit Predict a Reading Deficit?

In a recent workshop I attended, the following comment was made:

"A child cannot read and comprehend at a level higher than they can listen and comprehend. A deficit in listening comprehension predicts a deficit in reading comprehension." Could you explain this correlation further or refer me to professional reading material that would expound on this topic?

Prior Knowledge: Part 2

Last week, I focused on a controversy over prior knowledge. Common core has discouraged enhancing reading comprehension through the introduction of information external to a text.

That challenges the most popular ways of introducing texts in schools — such as telling students information about the text topic or exploring student knowledge relevant to the topic. CCSS proponents bridle at such practices. They want students to become independent readers, which means they’d be able to read texts effectively without extra information — information not provided by the author.

Prior Knowledge: Can We Really Level the Playing Field?

Spoiler alert: This blog entry is a two-parter. The first part (today’s entry) describes a problem to which the second entry will offer some nifty practical solutions (nope, no practical solutions today).

What's More Important — Oral or Silent Reading?

Is oral or silent reading more important in middle school?

We live in a time when silent reading ability will probably buy you more than oral reading skills. There definitely are radio and television announcers who have to read scripts well, but most of us don’t have those duties. However, that doesn’t mean oral reading is without value — especially for kids who are 11-, 12-, or 13-years-old.

Guided Reading and the Common Core

The term "guided reading" is causing a lot of confusion. Most of us now use it as shorthand to refer to those instructional procedures recommended by Irene Fountas and Gay Su Pinnell in their book, Guided Reading (1996).

The problem with that conception of the term "guided reading" is that it actually conglomerates three separate aspects of instruction into one idea. And, that’s where the problem is.

Challenge assumptions

Challenge assumptions. We all should.

I started thinking about the various assumptions held when author Valerie Tripp gave a memorable and thought provoking lecture, the Anne Scott MacLeod Children’s Literature Lecture, at the Library of Congress last week entitled, “Challenging Assumptions.”

Final Notes on Complex Text Requirements

Last week I replied to some of the remarks about text complexity that were made on the Valerie Strauss’s Washington Post column. Here are a couple more.

Snappy Responses on Challenging Text Debate

Last week, Valerie Strauss devoted her Washington Post space to an article challenging the idea of teaching with challenging text, including my articles. The posting got lots of response showing fundamental misunderstandings of the issues on this. I am reprinting some of those responses along with my rejoinders to those.

Q&A: A Closer Look at Close Reading

Q: While I understand the purpose of close-reading I don't understand why you should take the time to read deeper into a document. Some things were written simply and what we now interpret as a symbol, may not have been intended to be a symbol. How can we as readers determine what is meant to be read into and what is to be left alone?

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"There is no substitute for books in the life of a child." — May Ellen Chase