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Comprehension

Everything You Wanted to Know about Repeated Reading

We’re in the dog days of summer. Not many questions coming in right now — normal for periods when schools aren’t in session. But the following query came to me this week from Ireland via Twitter.

Teacher question:

Any link to how the Repeated Reading strategy works? How long text can be repeated, how long can text be, depends on accuracy? 

Shanahan’s response:

Hear Me Out About Summer Reading

Summer can provide the time to read that lots of kids need to strengthen skills. But summer also offers other warm-weather distractions that have more kid appeal than books.

Language at the Speed of Sight—On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning

A few months ago, I read Mark Seidenberg’s Language at the Speed of Sight. Seidenberg is a psychologist who studies reading, and his book is remarkably intelligent, frank, and witty. I think there is an occasional mistake or ambiguity here and there, but overall I was mesmerized.

Is Building Knowledge the Best Way to Increase Literacy Achievement?

Teacher question:

Reading Aloud to Kids and Why Lessons Need Purposes

Teacher question:

Teachers in grades 3, 4 and 5 spend weeks and weeks (like 5-6) reading aloud chapter books to their students. In some classrooms, students have a copy of the book.  Is there research that speaks to the effectiveness of a read-aloud over a period of time?

Does student interest wane after two weeks or so? 

Are there ways to think strategically about read aloud time ... to incorporate instruction? 

What do we want students to know and be able to do as a result of a read aloud in this context? 

New Evidence on Teaching Reading at Frustration Levels

For generations, reading experts have told teachers that they had to teach students to read at their instructional levels. Teachers were admonished that if they taught children with books that were too easy, there would be nothing for the kids to learn. If they taught with books that were too hard, then the reading instruction would frustrate rather than improve.

In general, that kind of advice makes sense. Spend all the time you want teaching me my ABCs and it won’t likely improve my reading ability at my advanced level of performance.

The Role of Motivation in Teaching with Complex Text

I’m vacationing in Aix-en-Provence. I’ve written before about teaching myself to read French, and now I’m enrolled in a spoken French class. Très hard!!!

Maybe not much of a vacation, and, yet, I’m gaining valuable insights into what we must do to teach successfully with complex text.

Our tour includes about a dozen people; some are studying French, and some are not. Because our group is petite, they could only provide two French options. One for absolute beginners, and the other a mid-level French course attended by immigrants to France.

How Complex a Text Can I Scaffold?

Teacher question:

Our Younger Readers are Doing Better, So What's He Upset about Now?

Great report about beginning reading achievement in the most recent issue of Educational Researcher (Literacy Achievement Trends at Entry to First Grade). D’Agostino and Rodgers show that, beginning literacy skills have improved annually from 2002 through 2013. Beginning first-graders have steadily improved in letter identification, phonemic awareness, concepts about print, writing vocabulary, word reading, and text reading.

Reading in the Spotlight

Welcome Madelyn Rosenberg to Book Life! Madelyn is a mom, journalist, and the author of nine books for children. Her newest book, This Is Just a Test, with Wendy Wan-Long Shang, comes out on June 27.

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"Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift." — Kate DiCamillo