Resources for School Leaders
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 than you may think.
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.
While speed and accuracy are two factors to include when assessing fluency, fluency also includes expression, smoothness, pace and prosody. Fluent readers use their word recognition skills to read words with automaticity while also using their comprehension of the text to to add expression while they read.
When planning instruction based on the science of reading, think about how to combine explicitly teaching certain words with the teaching of strategies for students to be able to independently infer the meaning of words in texts.
Here are some strategies you may find useful:
Whether you’re shopping for other educators, treating yourself or your class to a gift, or even making suggestions to parents, we’ve got you covered with our handpicked suggestions on gifts that can support evidence-based reading instruction.
Read on for some great ideas!
Let’s talk about a recent debate in the science of reading world around phonological and phonemic awareness instruction.
While running records are used in elementary schools across the world to determine a student’s reading level, there are inefficiencies to this system that are often overlooked. Let’s take a look at why you may not want to use running records and what you can use instead.
After a year of endless video calls, self-paced professional development can feel like a welcome respite from live webinars. Sure, you could take the time to Google videos or create a playlist on YouTube to learn about a new topic, but a cohesive self-paced (i.e.,...
Learning loss is often described as the gap between what educators expect students should have learned by a certain time and the reality of what they have actually learned. But, how do we define what a student “should have learned”? […]