The purpose of this monograph is to try to summarize, explain, and provide advice for teachers about how to use the findings of the National Reading Panel Report.
Word Meaning Types Acquired Before vs. After Age 5 by Andrew Biemiller
The practical significance of different word meaning types is relevant for encouraging larger vocabularies, especially for children who acquire significantly below-average size vocabularies. There is clear evidence that children with smaller vocabularies as early as age 5 or younger tend to comprehend read texts less well in later years.
![An Update to Compiled ORF [Oral Reading Fluency] Norms by Jan Hasbrouck and Gerald Tindal](https://thereadingforum.com/wp-content/uploads/2024/04/Screenshot-2024-04-22-at-7.49.36-PM-796x1024.png)
An Update to Compiled ORF [Oral Reading Fluency] Norms by Jan Hasbrouck and Gerald Tindal
This paper describes the origins of the widely used curriculum-based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time.
A Conversation with Pamela A. Mason – Classroom Caffeine Podcast
Dr. Pamela A. Mason is known for her work studying the role of culturally sustaining pedagogy in promoting literacy achievement, the interaction of text complexity and background knowledge, qualitative and quantitative literacy assessment, and the efficacy of the roles of Reading Specialists and Literacy Coaches.
Motivation and Engagement by Peter Afflerbach
In this chapter we examine motivation and engagement, the relationship between them, and how to foster both factors in our reading classrooms.
Scaffolding Expository Reading with Picture Books by Brittany Adams et al.
How can teachers prepare young learners for the language demands of content area texts? This article presents linguistically informed strategies to support young learners navigating informational texts.
A Schema-Theoretic View of Basic Processes in Reading Comprehension by Richard C. Anderson and P. David Pearson
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.
