Phonemic awareness and letter-sound knowledge are the biggest indicators of how well a child will learn to read in the first two years of school. Yet phonemic awareness and letter-sound knowledge are NOT the end goal. Our end goal will always be proficient readers. To reach that end, we must work to instruct children on…
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As summer vacation draws to a close and thoughts turn to the coming school year, you may be interested in a unique (and free) opportunity for professional development. Reading researcher Mark Seidenberg, author of Language at the Speed of Sight, and Molly Farry-Thorn, a postdoctoral research associate at the University of Wisconsin-Madison, have been…
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The education researcher Dylan Wiliam has said that “changing what teachers do is more important than changing what teachers know.” But isn’t knowledge power? And what we do is obviously linked to what we know. So, how can that be? In the past few years, there has been a groundswell of interest in the science…
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