Literacy Blogs

Previously, I discussed two observational studies (a landmark from the 1970s and a valuable recent effort). Both aimed to determine the amount of reading comprehension instruction in American schools. That’s an endeavor that requires clear definitions. According to the older study conducted by Dolores Durkin (1978), comprehension instruction included any action teachers took to help children “understand or work out the meaning of more than a single, isolated word.” The newer study, this one by Philip Capin and colleagues (2024), didn’t provide a definition as much as a list of acceptable actions: teaching word meaning knowledge, developing background knowledge, selecting texts ...

  Blast from the Past: This entry first appeared September 6, 2016, was reissued June 27, 2020, and January 25, 2025. I’ve updated it a bit – based on my new book (which is currently in production and should be out soon). Avoiding teaching students with grade level texts, holds most kids back rather than propelling them forward. This blog entry provides practical advice as to how to teach successfully with such books. Teacher Question: My district is currently "grappling" with the idea of asking students to read complex text if they are significantly below the grade level. As an example, within one fourth ...

I was observing writing instruction in an 8th grade suburban classroom. The experienced teacher was quite skilled and he both managed his classroom well and was sophisticated in his ability to interpret literary text and to engage students in reading that penetrated deeply into the meaning of the text. On this day his lesson focused providing students with tools that would overcome writing blocks. His students often struggled to figure out what to write about; they agonized when given a writing assignment. He demonstrated his strategy and directed the students to give it a try. One especially bright young man towards the ...

Teacher question: I’ve read what you’ve written about the instructional level. You claim that there is no such thing. Haven’t you ever heard of the “zone of proximal development (ZPD)?” Shanahan responds: I’ve heard of it, but if you think what I’ve written is contradictory to it, then I suspect you don’t really understand the ZPD construct or its relationship to this aspect of reading. Let’s start with the “instructional level” idea first. A century ago, it was common practice for reading teachers to place children in different reading books based on their abilities. For instance, one Wisconsin survey from 1918 shows that the majority ...

Teacher question: I know you advocate the idea of teaching reading with more complex text. But what about motivation? Won’t this approach discourage students? Shanahan response: I do support the idea of teaching reading with grade level texts. The theory that there is a magical way to match kids to books that will increase learning simply hasn’t panned out. Studies of the instructional level find that it at best makes no difference – that is, kids learn as much from grade level text as they do from instructional level ones. And, in the worst cases, the studies show that those easier text placements ...

Teacher question: I very much like your idea of teaching students to read with grade level books. However, I’ve always taught with guided reading groups, trying to match my students to books that they can already read reasonably well. I don’t know how to go about what you are recommending. Help! Shanahan responds: As a primary grade teacher, I, too, always taught reading like that; the same way teachers had taught me so long ago (and the same way teachers usually have taught reading for more than 100 years). It is hard to change ancient traditions on the basis of research or anything else. ...

Teacher question:  I’m confused. I’ve worked with Lexiles for years and my district provided us with a chart showing the levels of books to use for each grade level. Then Common Core came along with a different chart that put different book levels with each grade level. I don’t live in a Common Core state, but I’m still not sure which chart to use. Can you help me? Shanahan response:  It’s funny, but no one has ever asked me that before. What makes it funny is that you’re not alone. Most educators have no idea of the reason for those two charts. Let’s start with the ...

Teacher question: I read your recent article on teaching with complex text in Perspectives in Language and Literacy and I agree with you. But I also read the IES Practice Guide that said that we should make sure kids are reading texts at instructional and independent levels (on page 33). Who’s right? Shanahan responds: Uh oh, don’t want to get into a food fight with those guys. Fortunately, I don’t think there is any real disagreement here at all, but I can see why you might think so – the IES guide emphasized one issue and I another, and neither of us coordinated that information in any way that ...

Teacher question: I know you get a lot of pushback from teachers when you say that we should teach with complex text. But I agree with you. I don’t like all the testing and teaching kids in so many different books. This might surprise you, but I wonder why you don’t emphasize teaching complex text with children in kindergarten and first-grade? Shanahan responds: Many states have adopted educational standards that emphasize teaching students to read texts at particular levels of difficulty. This approach was long eschewed in fear that it would frustrate students. The claim has been that if kids were taught from texts beyond their instructional level (in other words ...

Blast from the Past: First posted Janaury 12, 2019; re-posted April 19, 2022. So much has happened since this essay first appeared -- many students have missed large amounts of schooling and achievement results reflect that loss. Many teachers are seeking ways to supercharge achievement to try to make up for the decline This blog is an important reminder about why teachers need to curate the texts that are used for instruction. Teach reading with texts that have features students do not yet know how to negotiate and that expose students to the content they need to know. Choice is important. Encourage ...