Literacy Blogs

Teacher Question:             Is there a point at which it does not make sense to use a particular challenging text with a particular student? For instance, take an 8th grader who reads at about a 3rd grade level. The student can decode reasonably well but is dysfluent and, due to learning English, has poor comprehension resulting from low vocabulary knowledge and lots of confusion caused by complex syntax. Would you still say scaffold grade-level text to provide access for this student-- or at a certain point, the scaffolding would need to be so extensive and it would take the whole year to read a grade-level novel-- use easier text?             ...

Great report about beginning reading achievement in the most recent issue of Educational Researcher. D’Agostino & Rodgers show that, beginning literacy skills have improved annually from 2002 through 2013. Beginning first-graders have steadily improved in letter identification, phonemic awareness, concepts about print, writing vocabulary, word reading, and text reading. These gains were not just evident for the average or typical student, but for the relatively low achieving ones—though the gains for the latter have lagged those of their more advantaged peers. The researchers suggest—though do not claim to prove—that these data reflect an increased emphasis on literacy instruction in preschool and kindergarten, probably due to the reports of the ...

            Lately, I’ve run into a lot of teachers and school administrators who are all pumped up about the Reading Workshop or Readers’ Workshop.             They tell me that they don’t want to use textbooks anymore. Don’t want to teach novels. Don't seem to really want to teach much of anything.             They believe that the trick to teaching reading is not teaching it—or at least not teaching it very much. Mini-lessons are in the saddle and independent reading is how they want students to experience the English class.             I’m skeptical. If this were a new idea, I’d probably be more accepting. However, this influential ...

This week’s challenging question: I had a question from some schools people that I’m not sure how to answer. I wonder if anyone has data on what progress can be expected of students in the primary grades getting extra help in reading. Let’s assume that the students are getting good/appropriate instruction, and the data were showing that 44% of students (originally assessed as “far below”) across grades 1-3 were on pace to be on grade level after 2 years of this extra help. Is this expected progress for such students or less than what has been shown for effective early reading interventions? Shanahan’s ...

Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and unusual flurries of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something.           One of the questions asked specifically about my colleague Dick Allington, since he has published articles and chapters saying that teaching kids with challenging text is a dumb idea. And, a couple of others queries referred to the advertising copy from Teachers College Press (TCP) about their programs. Both Dick and TCP threw the R-word (research) around quite a bit, but ...