Blogs About Reading

Right to Read

Margaret Goldberg

Margaret Goldberg is the co-founder of Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy. Margaret serves as a literacy coach in a large urban district in California and was formerly a classroom teacher and curriculum developer. All posts are reprinted with permission from the Right to Read Project. Follow the Right to Read Project on Twitter.

October 21, 2019

There’s new momentum behind teaching reading more directly and explicitly, but many of us are wondering: is this just another swing of a pendulum? It’s hard to believe that investing in new reading practices is worthwhile if the new practices will fall out of favor in a few years.

September 23, 2019

My district, like so many others, uses Fountas and Pinnell’s Benchmark Assessment System (BAS) as the primary measure of student reading progress. But if you’ve had doubts about the assessment and the ways BAS data is often used, you’re on to something…

September 11, 2019

Teacher guilt is a compelling topic. Of all things the ideas captured in Emily Hanford’s At a Loss for Words, the recording of me talking about my guilt has become one of the more popular snippets. Yes, I said this:

August 10, 2019

Teacher (in a panic): “It can’t be wrong.” Me (softly): “Why not?” Teacher: “Because if it’s wrong and I’ve been doing it for years, then what does that mean for the kids?” Me: “I know, but another teacher said to me, ‘What about the kids we haven’t had yet?’”

August 4, 2019

First, a little context: I am a white literacy coach in a large urban district where half the teachers are of color. When I began my job, I believed that my focus on evidence-based reading instruction, good intentions and belief that all students can learn would make me well-equipped to bring research to our diverse staff. How naive I was! 

July 26, 2019

Most primary-grade teachers teach phonics because we know it supports our students’ reading and spelling. And many of us also believe that if we incorporate phonics into our instruction, we are by definition not whole-language teachers; we are “balanced literacy” teachers.

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Reading intervention specialist working one-on-one with an elementary student struggling readers

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"Reading is not optional." —

Walter Dean Myers