Science of Reading Bulletin
Trying to keep up with all that's going on with the science of reading? Here are some news stories...
Most of the talk around the science of reading is focused on phonemic awareness and phonics, but...
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!
The Literacy Architects Joins Learning Solutions Portfolio to Improve Literacy and Equity in Schools
The Literacy Architects is proud to announce its selection as a member of the Learning Solutions portfolio at NewSchools Venture Fund. In addition to funding, NewSchools will provide management assistance and create a community of practice for portfolio members.
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.
Decide whether each of the following statements is a myth or a fact and then review the answers below!
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.,...
We know students need exposure to grade-level texts on a regular basis, but how does this work for students who are reading below grade level? How can we structure lessons in a way that leads to a constructive, joyful challenge, rather than a frustrating learning...