Comprehension

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.

In general,...

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

Teacher question:

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

This week’s challenging question:   I had a question from some schools people that I’m not sure how to answer. I wonder if anyone has data on what progress can be expected of students in the primary grades getting extra help in reading.   Let’s assume that the students are getting good/appropriate instruction, and the data were showing that 44% of students (...

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

Teacher question:   I truly want to help teachers strengthen their literacy instruction and students develop and strengthen their reading comprehension. I just viewed your online presentation on “How and How Not to Get Higher Test Scores” and I am intrigued. With only a few short months away from the testing frenzy as you can imagine administrators and teachers are in a...

October 5, 2016

Teacher question:

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...

September 6, 2016

Teacher Question: My district is currently "grappling" with the idea of asking students to read complex text if they are significantly below the grade level. As an example, within one fourth grade class, a teacher identified that more than half her class is 1-2 grade levels below the expectation for reading (using multiple measures). Her response is to change the level of the...

September 2, 2016

Teacher question:   I am now a literacy specialist in a middle school and am hoping you can give me your opinion on the process of the guided reading method of reading instruction. I completely agree with you that the F&P levels are ludicrously low and it would be difficult to transition students to the end goal of CCSS using these levels...

August 22, 2016

Teacher question: I've been reading your blog articles very carefully, and in one entry you recommended having the kids read a lot during the literary block time (and all other subjects), suggesting possibly 50% of the time should be spent reading. My question is how much of that reading time should be teacher-led (for close reading and complex text), and how much should be...

August 4, 2016

Reader question: We just started close reading in our district last year. Our second graders were given text that was a grade level above their reading level. We were told to let them figure it out. They could not even read the first sentence it was too hard for their reading level. The reading coaches said they will learn to read it by letting them struggle with it. The...

July 11, 2016

Many years ago my daughter, Meagan, had a homework assignment. Her literature teacher assigned a short story to read and Meagan was to figure out the theme.

June 27, 2016

Last week I pointed out that from grades 2-12 it wasn’t necessary to match students to text for instruction to proceed effectively. Research has not been kind to the idea of mechanical “instructional level” criteria like 90-95% accuracy (e.g., Jorgenson, Klein, & Kumar, 1977;  Kuhn, Schwanenflugel, Morris, Morrow, et al., 2006; Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, &...

June 20, 2016

Thanks Listen Current! Great stories await learners in grades 5-12 this summer and this listening comprehension program is free.

Get on board at Summer of Listening, an audio approach to learning about the real world. The program of podcasts stands to improve listening...

Pages

"I have always imagined that paradise will be a kind of library." — Jorge Luis Borges