Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.

Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.
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.
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.
In this article, we will explore ways to address these three issues when using the compare-contrast text structure with ELL students in the primary grades.
This chapter is about how English-speaking children learn to encode and decode their written language, that is, their alphabetic orthography. With the learning loss and growing achievement gap during the COVID-19 pandemic, this topic is highly significant in spite of decades of research and consensus reports documenting the compelling evidence for explicit and systematic teaching of the alphabetic code.