| May was a productive month for TextProject with the publication of two studies that have been a long time in development and refinement. The studies examined students at two points in the developing reading period: first graders and second graders, but both show how relatively small differences in vocabulary demands can substantially affect students’ success. Together, these 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.
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| | Classroom Applications | - Look beyond leveling systems when selecting texts and attend to the features of the words in the text.
- Give students repeated exposure to important vocabulary across many texts.
- Pay careful attention to challenging vowel patterns, especially r-controlled vowels and diphthongs.
- Ensure that struggling readers encounter enough familiar vocabulary to support successful reading.
- Most importantly, these studies remind us that careful attention to vocabulary and word features can make texts substantially more accessible for beginning readers.
| | Read the articles |
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