Schools spend hours every week teaching comprehension skills and strategies in "reading" class, without results. Using those techniques in history, science, and other content-focused classes could ...
Media coverage of the science of reading has focused on problems in teaching phonics. But if it doesn't also examine misunderstandings about how to teach reading comprehension, we're unlikely to see ...
A survey of 284 Australian primary school teachers looking at the strategies used to teach reading comprehension, reveals practices that are ad hoc, with little agreement in the Australian primary ...
Alex Quigley is an English teacher and Director of Huntington Research School, York, England. He blogs at www.theconfidentteacher.com and he is the author of ‘Closing the Vocabulary Gap’, published by ...
The reading-test scores of 4th graders have risen. But, somehow, that improvement has not resulted in higher reading scores for grade 8 and beyond. What’s the explanation? Why don’t later advances in ...
The READ Act would put a stamp of approval on (and money behind) the “science of reading” approach, which combines phonics with vocabulary and comprehension.
A lifelong educator and advocate for children, Principal Diane Daprocida of P.S. 94, an elementary school in the Bronx, says she has been waiting for one thing since she started running the school 10 ...
Earlier this month The Chronicle Review published an essay titled, “My Students Can’t Read.” The author, Tyler Jagt, describes the deficits he sees among students. In one instance, not a single ...
Many children who do not have trouble learning how to read do have trouble understanding what they read. Yet surprisingly, comprehension instruction did not receive much attention from reading ...
Many parents don't realize how much this simple habit matters until teachers point out the striking differences it can create ...
Many children who do not have trouble learning how to read do have trouble understanding what they read. Yet surprisingly, comprehension instruction did not receive much attention from reading ...
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