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Recent Posts

  • Jan 22, 2022 Hearing and Charting Reading Fluency
  • May 21, 2021 On “Word Callers” and Vowel Sounds
  • Apr 06, 2021 Teaching Reading Isn’t Rocket Science
  • Nov 03, 2020 The Special Education Bubble
  • Sep 20, 2020 How Love Became a Weapon in the Reading Wars

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  • Balanced Literacy,  Common Core,  Reading Instruction,  Teacher Training,  Three Cueing System

    The Three-Cueing System Grows Up

    August 30, 2020 /

    In a post written back in March, Valerie Mitchell posed the question of why teachers of native English speakers are increasingly adopting classroom activities designed for ESL students. As she pointed out, the fixation on scaffolds in the form of “visuals, vocabulary aids, graphic organizers, etc.” does not make much sense. For native speakers, the point of English class is (presumably) to help them express increasingly complex ideas in more sophisticated ways, not to teach them basic vocabulary in a language they have been surrounded by since birth.   I had no idea that this was such a widespread phenomenon until I read her piece, but once it was called to…

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    Erica Meltzer
  • Common Core,  Dyslexia,  Ed School,  Fluency,  Learning Disabilities,  Lucy Calkins,  Reading Instruction,  Science of Reading,  Uncategorized

    Munchausen by Special Education

    July 30, 2020 /

    I think what we have is a system that doesn’t really, at the end of the day, want students to get better and improve.

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    Ben Tobin
  • Common Core,  NAEP

    2019 NAEP Reading Scores vs. The Ladder of Reading: A Striking Correlation

    July 15, 2020 /

    When the most recent set of scores from the NAEP (National Assessment for Educational Progress) were released in 2019, the results for Reading were dismal: only 35% of fourth graders were rated Proficient or Advanced, whereas a whopping 65% were rated either Basic or Below Basic (up from 63% in 2017). For eighth graders, the results were slightly worse: 34% percent Proficient/Advanced vs. 66% Basic or Below Basic (up from 64% in 2017).   Obviously, these scores do not paint a particularly  encouraging picture of American elementary and middle-school students’ reading skills. One of the major criticisms the NAEP is that the score ratings do not align—and are not intended to align—with…

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    Erica Meltzer

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Top Posts

Tipping the Scale on Fountas and Pinnell 

10 Reasons the Three-Cueing System Is Ineffective

The Science of Reading: 5 Key Concepts

Forget Sourdough Bread – My Pandemic Project Is Precision Teaching

10 Signs of a Decoding Problem

Recent Posts

  • Jan 22, 2022 Hearing and Charting Reading Fluency
  • May 21, 2021 On “Word Callers” and Vowel Sounds
  • Apr 06, 2021 Teaching Reading Isn’t Rocket Science
  • Nov 03, 2020 The Special Education Bubble
  • Sep 20, 2020 How Love Became a Weapon in the Reading Wars

Archive

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  • May 2021
  • April 2021
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  • November 2019
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Links

A Brief Review of Research on Forms of Instruction

An Open Letter to Student Teachers

Basic Phonics Test

Children of the Code

The Critical Reader

Emily Hanford on Reading Instruction

The Fallacy of Balanced Literacy

Filling the Pail (Greg Ashman’s blog)

The Fluency Factory

How Do Kids Learn to Read?

How to Teach Reading

Importance of Background Knowledge

International Foundation for Effective Reading

Jon Gustafson’s Blog

Letter to the Massachusetts Commissioner of Education

LETRS 

Lifelong Literacy

Literary Performance of Ex-Reading Recovery Students

Louisa Moats

The Maloney Method 

Marilyn Adams on the Three Cueing System

Nancy Young: Reading, Writing, Spelling

Orthographic Mapping (Video)

Phonics Myths

Phonological Awareness Screening Test

Preventing Reading Failure: An Examination of the Myths of Reading Instruction 

Reading Matters (Mark Seidenberg)

Reading Rockets

Readsters (Learning Center) 

Right to Read Project 

Running Records

The Science of Reading: Evidence for a New Era of Reading Instruction

Spelfabet

Ten Phonics Research Findings

The Simple View of Reading

The Spell of Language (Jean Tucker)

Structured vs. Typical Literacy

The Three-Cueing Model: Down for the Count? 

Why Aren’t Kids Being Taught to Read?

Why Reading Is Not a Natural Process 

 

 

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