Getting students to watch what their minds are doing when they read helps them discover what good readers do. Educator Sally Donnelly calls this “spying on your reading.” She learned how to spy on herself as a reader by reading Mosaic of Thought: Teaching...
October 30, 2017
September 12, 2017
Last week, I pointed out that research had found few interactions in literacy learning. That is, research hasn't actually uncovered many situations in which different kinds of kids learn differently — despite many claims to the contrary.
The idea that research...
August 22, 2017
I coordinate reading interventions for my district. I have been told to stop referring to the National Reading Panel, as it is old and no longer relevant. Our universal screener is based on the 5 components of reading, and our basal interventions are also aligned to the "big 5". I don't think there is any way for me to stop referencing the NRP....
August 4, 2017
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.
Any link to how the Repeated Reading strategy works? How long text can be repeated, how long can text be, depends on accuracy?...
July 31, 2017
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.
William Weil, Co-Founder and CEO of Tales2go, an award-winning kids' mobile audiobook service, shares his ideas for building reading comprehension skills...
July 10, 2017
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.
June 22, 2017
E.D. Hirsch makes a compelling argument for the systematic teaching of essential knowledge in elementary school as the best way to close the achievement gap. Daisy Daidalou in her book, Seven Myths of Education, ...
June 15, 2017
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...
May 28, 2017
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.
May 10, 2017
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...
April 13, 2017
Is there a point at which it does not make sense to use a particular challenging text with a particular student? For instance, take an 8th grader who reads at about a 3rd grade level. The student can decode reasonably well but is dysfluent and, due to learning English, has poor comprehension resulting from low vocabulary knowledge and lots of...
April 2, 2017
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...
March 23, 2017
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.Guest post by Madelyn Rosenberg
For my elementary school acting debut, I was a box of granola...
February 13, 2017
February 8, 2017
Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and unusual flurries of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something.
January 30, 2017
In my last entry, I explored some ideas concerning what role authors play in our interpretation of text. As with many controversies in the garden of literary criticism, nothing is settled, but an exquisite tension has been created. It is this tension that mature readers need to...
January 25, 2017
I’m often asked if the questions I publish here are “real.” That is, do teachers, really ask me these things? The questions definitely are real. Though they come to me in a variety of ways.
January 17, 2017
October 5, 2016
You have attacked DEAR time [Drop Everything and Read] because you say it does little to raise reading achievement. But what about having kids read on their own as a way to motivate them to be readers? As a teacher I want my kids to be lifelong readers so I provide 20 minutes of daily independent reading time. What do you think?
September 27, 2016
Usually these blog entries are replies to educators questions. Recently Doug Lemov interviewed me about reading instruction and posted it on his blog. We got into issues like reading strategy instruction, vocabulary assessment, close reading, and guided reading. Many of you know Doug's books, Teach Like a Champion and Reading Revisited. I was honored to talk to him and this will...