Language & Literacy
This is Part IV in a series digging into two articles from Keith Stanovich that provides useful ways for educators to understand the science in the science of reading. In Part I, we examined a 2003 article that proposed 5 different “styles” that can influence how science is conducted and perceived. Since Part II, we’ve […]
The “science of reading” has become a loaded term — partly due to how “science” itself may be conceived. Since starting this series (yes, I know, I take a really long time to write posts), there’s been a fascinating trend of articles reacting to the term in various ways. These takes seem only slated to […]
“The field’s failure to ground practice in the attitudes and values of science has made educators susceptible to the ‘authority syndrome’ as well as fads and gimmicks that ignore evidence-based practice.” –Paula and Keith Stanovich
How do you view the world? In what way do these views influence the way you think of and understand science — especially reading science?
After the recent mass murders by disturbed teenagers with all-too readily available assault weapons, it’s hard to see a way forward given the dysfunction of our political system (though there is some bipartisan movement on federal legislation as of this writing). Short of federal gun regulation, there are other areas we can influence that could […]
One of the keynotes at the NYC Learning and the Brain conference I’d just posted about was by Jonathan Gottschall on “The Story Paradox,” and which was based on his book of the same name. His talk was compelling enough that I promptly read his book as well. Like Gottschall, I’ve done some pondering about […]
I wrote a little while ago about Andrew Watson’s excellent book, “The Goldilocks Map.” I had an opportunity to attend a Learning and the Brain conference, which was what sparked Andrew’s own journey into brain research and learning to balance openness to new practice with a healthy dose of skepticism. In fact, Andrew was one […]
There was a relatively recent Hechinger Report article by Jill Barshay, “PROOF POINTS: Researchers blast data analysis for teachers to help students” that seemed to indict any and all assessments and data use in schools as a royal waste of time. It bothered me because the only source cited explicitly in the article was a […]
A recent paper caught my eye, Ontogenesis Model of the L2 Lexical Representation, and despite the immediate mind glazing effect of the word “ontogenesis,” I found the model well worth digging into and sharing here—and it may bear relevance to conversations on orthographic mapping. Bordag, D., Gor, K., & Opitz, A. (2021). Ontogenesis Model of […]
Back in 2013, I wrote a series of posts for the Core Knowledge Foundation blog that were titled, “Promethean Plan: A Teacher on Fulfilling the Intent of the Common Core.” Unfortunately, they don’t appear to be available there anymore, so I thought it could be fun to re-post them collected here as one post, both […]
Something went wrong. Please refresh the page and/or try again.
Follow My Blog
Get new content delivered directly to your inbox.