Literacy Blogs

Teacher question: I am working through my state’s “Literacy Plan.” There are several instructional practices that get the “thumbs down” here as being “not in alignment with evidence-based instruction.” The list is long and includes guided reading, leveled readers, and informal reading inventories. I’m curious what your take on those practices is?  Shanahan response: Thanks for sharing. The list you sent was long and I agree with your state on some of the items (e.g., three-cueing, miscue analysis, balanced literacy – whatever that is), but I suspect those who are calling the shots are reacting more to social media buzz words than to any ...

Recently, I wrote about the science of reading. I explained how I thought the term should be defined and described the kind of research needed to prescribe instruction. Today I thought I’d put some meat on the bone; adding some details that might help readers to grasp the implications of a scientific or research-based approach to reading. What does it mean when someone says an approach to reading instruction “works”? The term “it works” has gnawed at me for more than fifty years! I remember as a teacher how certain activities or approaches grabbed me. They just seemed right. Then I’d try them ...

Teacher question: Can you explain the difference between 3P (Pause, Prompt, Praise) and 3 cueing? I know you encourage one and discourage the other, but they seem to be the same thing to me. Help.   Shanahan reply: At Shanahan on Literacy, we strive for consistency. Let’s see if we can get this straightened out. First, let’s make sure we understand what these two trios are about. Pause, Prompt, Praise (3P or PPP or P3) is used to guide oral reading practice (Glynn, 2002). Research has shown that having students read challenging texts aloud with support and repetition improves reading achievement (NICHD, 2000). 3P tells the ...