The Complexity That Counts: How Word Support Makes Demanding Text Comprehensible
Previously, I have suggested that the decline in reading scores might be traced, in part, to mandates requiring students to read primarily complex texts, whether or not they could read them independently. Now my name is on a study reporting that children who read the complex texts came out ahead. This apparent contradiction is resolved… read more
For the Love of Literacy Podcast: Freddy Shares Insights on Supporting Reading Automaticity
Freddy joins hosts Bruce Hallett and David Ray on the podcast For the Love of Literacy to discuss how we can guide students to reading fluency with intentional, scaffolded texts and networks of words rather than vocabulary lists. read more
Beyond Reading “Level”: How Small Differences in Vocabulary Demands Affect Reading Success
Two new studies suggest an important shift in thinking about beginning reading instruction. “Reading level” alone does not tell us enough about how difficult a text will be for students. The familiarity, frequency, and spelling patterns matter greatly. read more
