For School Leaders, Text-dependent Instruction
Did you know that one of the best ways to improve your students’ reading skills is through writing? That’s right—even though there’s often a separation between reading and writing instruction in the classroom, the two skills are more closely related...
For School Leaders, Text-dependent Instruction
So your school is transitioning to the science of reading, but there’s one big problem—you still have all the A-Z leveled readers and predictable books that were purchased to align with your old curriculum and balanced literacy practices. If you’re looking at...
For School Leaders, Phonemic Awareness and Phonics, Text-dependent Instruction
What comes to mind when you hear the term fluency? Is it fast, timed reading? The number of words a student can read in a one minute? While speed and accuracy are two factors to include when assessing fluency, fluency also includes expression, smoothness, pace and...
For School Leaders, Text-dependent Instruction
Vocabulary is one of the language comprehension strands in Scarborough’s Reading Rope (Scarborough, H.S., 2001) and includes word meaning, breadth (number of words known), depth (richness of word knowledge), and precision (accurate use of words in context), with a...
For School Leaders, Phonemic Awareness and Phonics, Text-dependent Instruction, Uncategorized
There’s still time to check off any remaining gifts on your list, especially gifts that support the science of teaching reading! Whether you’re shopping for other educators, treating yourself or your class to a gift, or even making suggestions to parents, we’ve...
