Reading must be taught explicitly. The essential reading components, often referred to as “The Big 5”, include phonics, phonological awareness, fluency, vocabulary and comprehension. These 5 must be taught together, systematically and explicitly, to properly plant the seeds for incremental growth towards lifelong literacy.
Can the mixed-ability classroom succeed? Do differences in academic achievement, language, culture and socio-economic status make it impossible to create and sustain an equitable and inclusive learning environment?
Traditional teaching practices are often not appropriate and can in fact be detrimental to students with dyslexia. How should teachers target interventions that address the specific needs of students with dyslexia to keep them both academically and emotionally engaged and on track with their peers?
When reading assignments are paired with a writing component, students are required to be more analytical during the reading process and more reflective in their thinking.
A quality blended learning model can provide an inclusive learning environment with differentiated instruction for a diverse classroom of students.
The summer is a crucial time to keep our readers on track. It is important that we continue to enhance the developing reading skills while simultaneously supporting deficits. We all know that time on task is important in becoming a strong reader. There are also specific skill areas we can address to support all levels of readers.
HOW children are taught matters, whether at home during a pandemic or in a traditional classroom. Learning to read requires mastery of specific skills. Especially now, preventing the “summer slide” and beyond means doubling down on the fundamentals of reading.
In response to a national movement to change how schools teach students to read, education technology company Lexplore is launching a free online course to help schools more effectively incorporate phonics into literacy instruction.
Teachers and school leaders have it regularly drummed into their heads that teachers need more training in data analysis. There is great consensus that teachers should continually pore over the [..]