Teachers can help beginning readers master more than half of the 2,500 most frequently occurring word families by focusing on words they have already acquired
The Science of Reading shows research can be used to increase children’s reading proficiency.
Part 1 answers the question: Why is the orthography of English so important in learning to read (and critical for teachers of reading to understand)?
Part 2 provides insights from the science of reading on important aspects of a curriculum in reading acquisition.
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. Students need the chance to read books and articles clustered around worthwhile content—topics like amazing… Read More »Getting Back to the Page & Staying There
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
