Phonics is just 30 minutes a day. C’mon!
Don’t sleep on that 30 minutes of high quality, well-delivered, direct, explicit, and systematic daily phonics instruction in the earliest grades.
Diglossia, African American English, & Literacy Instruction in the United States
There is a concept termed diglossia worth exploring in relation to dialects of African American English used in the United States. What is diglossia? Diglossia can be defined as “the coexistence of two varieties of the same language throughout a speech community. Often, one form is the literary or prestige dialect, and the other is…
A Multicomponent Approach
I am a nerd, and I skim through a fair number of research papers, both to keep current for my professional role, and because I just like learning about literacy and language. While I use Zotero to organize some of what I come across, I tend to read through papers on my phone on buses/trains…
Why assessing bilingual children in two languages is just a start
Gaining a clear picture of a student’s language and literacy abilities in both English and their home language is critically important in two scenarios: Gaining information in both languages for bilingual students in these situations can portray a completely different spectrum of profiles than when assessing in English only. Two Different Home Language and Literacy…
How To Go Open-Source with K-12 Curriculum
10 years ago, I wrote how we could move K-12 curriculum in an open source direction. We’ve made a few advancements, but still a lot of work to be done.
The Open-Source Imperative for K-12 Curriculum
This story was originally published by Chalkbeat as part of a First Person series I wrote on curriculum 10 years ago (!). Sign up for their newsletters at ckbe.at/newsletters Here are links to all the posts in the series, in case you are interested: Dec 19, 2011, 11:23am EST In my last post on the…
What is the problem with “sight words”?
My son just entered kindergarten in our local NYC public school. We received a folder from his teacher with two sets of materials: an overview of the Fundations phonics program (good!), and a list of sight words that he would be expected to memorize each week (um). This is how the sight word overview began:…
How you interpret “the science of reading” depends on how you think of “science”: Part IV
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…
How you interpret “the science of reading” depends on how you think of “science”: Part III
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…
How you interpret “the science of reading” depends on how you think of “science”: Part II
“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