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Tag Archives: Literacy
Brain Words Book Club: How the Science of Reading Informs Teaching
“When we speak of building a dictionary in each child’s brain, we are referring to building a bank of syllables and words within each child – that includes information on pronunciation, meaning, and critically, spelling. These stored patterns and words referred to by scientists as lexical representations, we refer to here as brain words” p 2.
Effective Reading Instruction
What are the instructional strategies that promote reading success especially for marginalized students?
Guided Reading for Math?
Why not build math comprehension of complex problems with guided reading groups? How can we do this?
Is Assessment also an Inquiry?
Assessing reading ability is a very difficult task. This is because reading is very complex. What exactly are readers doing when they read? How do they understand what they read? At this day in age, I think we are more aware that reading is one of the most important skills that we need. It isContinue reading “Is Assessment also an Inquiry?”
Instructional and Assessment Design Strategies
When working with our young readers, the way we design our instruction and assessment has a significant impact on the development of proficiency.
Reading the Internet
We spend so much time talking about the technology, and all of the great new apps, programs, tips and tricks. Undoubtedly it is a literacy unto itself. But do we really teach our kids how to ‘read’ the internet? How do we harness literacy skills as they specifically relate to the technologies available toContinue reading “Reading the Internet”
Supporting Intermediate Struggling Readers
I find that supporting struggling readers in Intermediate is very difficult. It is difficult to support with a classroom library or school library collection, difficult to run guided reading, and difficult to preserve self-esteem because using websites and books that may be at appropriate reading levels are also often for ‘little kids’. It is important toContinue reading “Supporting Intermediate Struggling Readers”
