CNN recently reported on research that looked at young children who underwent brain scans while listening to a story. The research found that when parents read to their children, the difference not only shows in children’s behavior and academic performance, but it also shows in their brain activity.
"it is part of the work of children in kindergarten and, therefore, part of the responsibility of kindergarten teachers to make sure that every child is ready to become a successful reader. Most of this work can be accomplished through structured play. Here is the literacy knowledge that rising first graders should take with them from kindergarten."
Free resource with passages categorized by reading level
From Slate - New data on child well-being released Tuesday by the Annie E. Casey Foundation make for depressing reading on many levels, not least because the findings are so deeply unsurprising. The basic gist is that, despite the economic recovery, more kids are living in poverty...
Great post by Kristen Wideen on using Explain Everything to teach reading
Part 1 of 5 on Daniel Willlingham's Book - Raising Kids Who Read
Part four in Grant Wiggins' series on teaching students to be better readers
The extent to which children slow down their reading on encountering inconsistent information is a significant predictor of comprehension.
If strategies are taught with too narrow a base of content or text, then students do not have a chance to learn how to transfer them to new reading situations (Rosenshine & Meister, 1994). The optimal balance enables students to learn that strategies are an important means for understanding but are not the main point of reading activities.
found that third graders’ conception of a good reader was one who reads quickly without making mistakes, replicating the findings of Myers and Paris 30 years earlier
Many students think comprehension is “knowing what the words mean” and “what the author said”
The key “strategy” is metacognitive self-monitoring because without it, there is no awareness of misunderstanding and thus no need for the strategies.
Far greater attention has to be placed on getting readers to feel the lack of understanding/slow down in the face of the realization that they do not get it.
Part 5 of great series on reading by Grant Wiggins
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