To say that one has comprehended a text is to say that she has found a mental “home” for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information.
Does Text Complexity Matter in the Elementary Grades? by Steven J. Amendum, Kristin Conradi, and Elfrieda Hiebert
Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.
Overview of Content-Oriented Reading Instruction (CORI) by John T. Guthrie, Angela McRae, and Susan Lutz Klauda
The primary aim of Concept-Oriented Reading Instruction (CORI) is to increase students’ comprehension in Grades 3 to 5 by increasing their reading engagement…[T]he reading goals include the following reading comprehension strategies: understanding the main idea, making inferences, monitoring comprehension, and using fix-up strategies for information and narrative texts. We included oral reading and fluency vocabulary as enabling competencies. Click the image to read […]
Bringing the Rocket Science of Reading to All Students by Susan Neuman, Esther Quintero, and Kayla Reist
Our goal is to provide a granular and systematic description of states’ efforts to improve reading instruction. Our analysis aims to facilitate a factual and nuanced discussion about literacy improvement among a broad range of stakeholders, including policymakers, families, practitioners, and scholars.
Getting the Discussion Started by Margaret G. McKeown and Isabel L. Beck
Although constructivism sounds deceptively simple in theory, many teachers encounter obstacles in creating constructivist classrooms. This constructivist approach to teaching literature gets students to do the talking and the thinking.
Explicit Instruction by Dana Robertson
When teachers adaptively use explicit instruction to engage their students with text, they weave together several important elements of effective instruction: scaffolds, engagement, knowledge building, and intensity through coherence and increased content coverage.
Interactive Teaching to Promote Independent Learning from Text
Reciprocal teaching has been effectively implemented by teachers working in both small and large group
settings, in a peer tutoring situation, in content area instruction, and most recently in listening comprehension instruction.
Teaching Reading Is More Than a Science: It’s Also an Art by Paige et al.
The art of teaching acknowledges teachers’ judgment and its role in the critical decisions made by teachers regarding the SOR and the selection, preparation, delivery, and assessment of literacy activities within the social interactions of the classroom.
Helping Children with Significant Reading Problems by Sharon Vaughn and Jack M. Fletcher
As you think about how to support your child’s reading development, the most important consideration is that they need as much time in reading and language arts instruction as possible.
What Constitutes a Science of Reading Instruction? by Timothy Shanahan
One’s comfort with today’s science of reading seems to depend on which instructional approaches one advocates and what one is willing to accept as determinative evidence. [In] this article, I delve into the nature of the kind of evidence that should be the basis of a science of reading instruction.
