A major concern of teachers is organization and management of their language arts programs.
Teachers are able with appropriate professional development to integrate cutting-edge strategies into their literacy curriculum, but have a difficult time putting the different pieces of the program together in their school day.
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading by Nell Duke and Kelly Cartwright
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.
Professional Resources
Professional Resources for Reading Education for Educators and Parents.
Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade by Neuman et al.
This study examines the effectiveness of scaling up a vocabulary intervention, pre-K–first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes.
Curriculum Associates: Putting Scientific Evidence to Work in Reading Instruction by D. Ray Reutzel
The reading wars between proponents of phonics-based and other approaches designed to teach children to read have been around for many years. [E]very few decades this …battle erupts anew….
