textproject_morbhf

A young white male teacher reading aloud has turned around a picture book with a red cover to show his class of mainly African-American K-1st grade children.

Fostering Hope with Children’s Literature

Today, in a world of instantaneous communication, children and young people can be confronted with images and information that are troubling and hard to understand. “Fostering Hope with Children’s Literature” is an essay that draws on scholarship about how literature can give children and young people insight into how people have found unexpected sources of strength and resilience in challenging times.

How Words and Literature Support Hope in Classrooms

In this presentation, Elfrieda H. (Freddy) Hiebert will build on her research on vocabulary and the article “Fostering Hope with Children’s Literature” (The Reading Teacher, 2022), in describing how literature for children and adolescents can create a community of hope in classrooms.

Side profile of a young boy reading a tablet. To his right, the heading Decoding + Knowledge: DecodableReads + TopicReads - Primary

TextProject’s Decoding + Knowledge Program

Children need to see lots and lots of texts to become proficient beginning readers. To increase text exposure to engaging, curriculum-based texts, we are a new program at TextProject: TextProject’s (TP) Decoding + Knowledge Program. Our aim is to give teachers, tutors, caregivers, and others easy access to texts that they can use to support children’s automatic and meaningful beginning reading.

Narrative Benchmark books

Freddy adds contemporary benchmark books to those already identified by Jeanne Chall and the CCSS.

Read-Alouds That Inspire

As students return to school, there’s been pressure from parents, administrators, and others to make up for what students may have missed during their absence from the classroom. Everyone is anxious that students get back on track. But what about the stress in children and adults from concerns about health, lost jobs, and recognition of social injustice?

Results May Vary: Do First-Grade Reading Curriculum and Instruction Need to Be Adapted?

Beginning readers have different levels of proficiency, but many may follow a similar path as they learn new words and orthographic patterns. This may not be the case for those with the lowest levels of ability, so curriculum and instruction should take into account the needs of those who depend most on their in-school literacy experiences.

The Science of Reading: Introduction

We’re hearing a lot these days about the science of reading. This isn’t the first time that questions have been raised about how research can be used to increase children’s reading proficiency.