The Science of Reading, Part 3: What We Know Works – Instruction
Part 3 discusses how reading acquisition can be supported and what instructional activities can be delivered to a beginning reading class.
Part 3 discusses how reading acquisition can be supported and what instructional activities can be delivered to a beginning reading class.
Part 4 is a review of the research on practices that we know do not promote reading acquisition.
With over 600,000 words in written English, which ones should English Language Arts teachers teach, and how?
Students have trouble learning and retaining lists of unconnected words. Teaching words in networks helps students form connections among the words, bolstering their understanding.
Reading is all about knowledge; it’s not just for practice.
Kristin Conradi Smith is an Associate Professor of Reading Education at the College of William and Mary’s School of Education. Her research falls into three strands: (1) better understanding children who struggle with reading; (2) the role of texts in the classroom; and (3) issues related to reading motivation. She has published more than twenty articles and book chapters in journals such as Reading Research Quarterly, Educational Psychology Review, the Reading Teacher, and Reading and Writing Quarterly.
Prior to earning her Ph.D. from the University of Virginia in 2011, she was an elementary school teacher and coach in Camden, New Jersey and Richmond, Virginia.
Rare words typically make up only 5% or less of the total words in texts, but it’s often these words that get students anxious about reading.
Words are not only a means of communicating, but a foundation of learning.
A small part of the English vocabulary accounts for the majority of the words in the texts students read across the grades – but some of the words may surprise you.
Some thoughts for Literacy Research Association session: Opening up the ivory tower: Examining the elements of open, digitally engaged scholarship (November 28, 2018, Indian Wells, CA)