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Patrick Larkin's Library tagged reading   View Popular, Search in Google

Jan 02, 16

Great take by Hugh McGuire with strategies to get you reading more and managing your distractions

Oct 28, 15

"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."

Sep 30, 15

Free resource with passages categorized by reading level

Jul 25, 15

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...

May 26, 15

Second part of Grant Wiggins reply to Daniel Willingham's Washington Post Series

Apr 06, 15

A great series of posts by Grant Wiggins on reading  for understanding and supporting the teaching of literacy skills.

  • 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

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Mar 28, 15

Part I of the 2015 Brown Center Report on American Education. 

Mar 24, 15

Great set of podcasts on a variety of topics related to literacy

  • I took no steps to converse with the text. Slowly but surely my reading improved by following their advice, the gist of which was to force oneself to ask and answer certain probing questions of the text, in writing, in the margins. To comprehend better is, in part, to force oneself to think more effectively.
  • I would venture to hypothesize that for many HS students their reading strategy is “Read on, then, oh well.” But let’s find out.


  • The “re-reading” strategy is a perfect example of our failure to understand the problem. Why would “re-reading” a passage, by itself, clear up what was confused in the first place? All the re-readers are doing is – re-reading. They aren’t thinking differently about what they are re-reading. As Tovani says, telling someone to “think harder” is useless advice. Yet, “Re-read!” is the same unhelpful advice if we don’t know how to re-read or whether we are re-reading “properly.” Too much of the reading-strategy literature amounts to such glib advice.

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