This book is a guide for building a strong foundation for reading during the early childhood years. We have collaborated with classroom teachers to design clear, realistic, practical, and successful strategies that work in real classrooms with real teachers and real students.
“When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?” [PDF] by Elfrieda H. Hiebert
When the National Assessment of Educational Progress in Reading (NAEP) results are published biennially, journalists and policymakers focus on the approximately third of a fourth-grade cohort who fail to attain the basic standard in reading comprehension. A legitimate concern is that these students do not have the literacy levels required for full participation in the global digital world of the 21st century. However, the attributions
and claims of their literacy levels go far beyond this concern. . .
“In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility” by P. David Pearson, Mary B. McVee, and Lynn E. Shanahan. [PDF]
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners.
“What Does Discussion Add to Reading for Conceptual Learning?” by Pei-Yu Marian Pan, Brian W. Miller, and Richard C. Anderson. [PDF]
Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.
“Beginning To Read: Thinking and Learning about Print” by Marilyn Jager Adams. A Summary by Steven A. Stahl et al. [PDF]
Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.
If You’re Going to Write About the Science of Reading, Get Your Science Right by Daniel Willingham
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Improving Reading Comprehension in Kindergarten through Third Grade
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Reading to Learn from the Start: The Power of Interactive Read-Alouds by Tanya S. Wright
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
What Teachers Are Taught About English and How It Impacts Readers: An Analysis of the Existing Research by Barbara C. Wheatley, Sarah M. Lupo, & Laura Tortorelli [PDF]
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches by Melanie Kuhn
This article will consider fluency’s role in terms of development and then present a review of four research-based instructional approaches, two for the whole class and two a for small group, that have been shown to increase students’ word recognition, fluency, and comprehension.
