Independent reading can be defined as “reading children choose to do on their own. It reflects the reader’s personal choice of the material read as well as the time and place to read it. It is done for information and pleasure” (Cullinan, 2000). While you likely understand the value of independent reading once children are… Read more »
Month: February 2022
A (Not So) Simple View of Reading?
We know a lot about teaching reading well. I say this (too) frequently in my work as a literacy researcher and teacher educator. We know a lot about teaching reading well. I say it so much because I want the teachers I work with to know that there are scientific ways to help young children become… Read more »
What’s In A Name? Teaching Letter Sight and Sound Recognition Using Children’s Names
Let’s face it, young children are egocentric beings. What better way to support their recognition of letters and letter sounds than to begin with something very important to them- their name! Children possess a wide range of letter-sight and letter-sound identification proficiency, therefore, be sure to differentiate for ability and accommodate individual needs when planning… Read more »
Science of Reading? Yes!
Feeling confused about what to do in the early literacy classroom? Wondering about strategies and practices that are better for your students? Worried if you’re doing it “right”? There’s a lot of talk about the science of reading on the internet lately, and while much is scientifically accurate and useful, some is less supported by… Read more »