Search Content type Content type Show options… Articles Blog Posts Booklists Classroom Strategies Guides and Toolkits Literacy and Education Organizations Pages Profiles Questions Research Reports Web Resources Topic Topic Show options… About Reading Activities Advocacy Afterschool and Community Programs Alphabet Knowledge Assessment and Evaluation Assistive Technology Autism Spectrum Disorder Background Knowledge Children’s Books Classroom Management Common Core Standards Comprehension Content Area Literacy Curriculum and Instruction Developmental Milestones Differentiated Instruction Dyslexia Early Literacy Development Ed Tech and Digital Media English Language Learners Executive Function Fluency Inclusion Intervention and Prevention Learning Disabilities Libraries Motivation Oral Language Parent Engagement Phonics and Decoding Phonological and Phonemic Awareness Preschool and Child Care Print Awareness Professional Development Reading Aloud Reading and the Brain RTI and MTSS School-Wide Efforts Social-Emotional Learning Special Education Speech, Language, and Hearing Spelling and Word Study STEM Literacy Struggling Readers Summer Reading Teacher Education Tutoring and Volunteering Vocabulary Writing Blog Post For Our Struggling Readers Blog Post For the Love of Reading: Independent Reading at School Blog Post Fountas and Pinnell Benchmark Assessment System: Doesn’t Look Right, Sound Right, or Make Sense Blog Post Further Arguments About Too Much Testing Blog Post Further Explanation of Teaching Students with Challenging Text Blog Post A Gallimaufry of Literacy Questions and Answers Blog Post Getting Reading Right for the Kids Who Sued (and the Others Who Could) Blog Post I get what you want us not to do, but what should we do? Getting higher test scores. Blog Post Is It a Good Idea to Teach the Three Cueing Systems in Reading? Blog Post Gradual Release of Responsibility and Complex Text Blog Post Grasping for Meaning: What It’s Like to Struggle with Reading Comprehension To have productive text-based discussions, we have to pull apart the texts ourselves — hunting for barriers to comprehension at the word, sentence, paragraph, and passage level. Blog Post To Group or Not to Group — That Is the Question Blog Post A Guide to Reading Advocacy, Part 2: Is Your Child’s School Getting Reading Right? What to Ask, What to Look For. Blog Post Have the Reading Wars Become Research Wars? Blog Post Here’s Why I Wouldn’t Teach Less Reading to Improve Social Studies Blog Post Hold me accountable. But let me do it my way. Blog Post How to Analyze or Assess Reading Comprehension Blog Post How Can Reading Coaches Raise Reading Achievement? Blog Post How Can We Take Advantage of Reading–Writing Relationships? Research has identified three important ways reading and writing are connected — and all three deserve a place in your curriculum. Blog Post How Can You Support Basal Readers When We Know It’s Teachers That Matter? Blog Post How Complex a Text Can I Scaffold? Blog Post How Decodable Do Decodable Texts Need to Be?: What We Teach When We Teach Phonics Blog Post How Effective Is Independent Reading in Teaching Reading? Blog Post How to Knock Down Five Straw Man Arguments Against Phonics Blog Post How to Make Reading Workshop More Effective Pagination First Previous Page 1 Page 2 Current page 3 Page 4 Page 5 Page 6 … Next Last Liked it? Share it!
Blog Post Fountas and Pinnell Benchmark Assessment System: Doesn’t Look Right, Sound Right, or Make Sense
Blog Post Grasping for Meaning: What It’s Like to Struggle with Reading Comprehension To have productive text-based discussions, we have to pull apart the texts ourselves — hunting for barriers to comprehension at the word, sentence, paragraph, and passage level.
Blog Post A Guide to Reading Advocacy, Part 2: Is Your Child’s School Getting Reading Right? What to Ask, What to Look For.
Blog Post How Can We Take Advantage of Reading–Writing Relationships? Research has identified three important ways reading and writing are connected — and all three deserve a place in your curriculum.