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The State of ReadingDr. Alfred Tatum talks with Karin Chenoweth and Dr. Tanji Reed Marshall about the state of reading in the United States, including how difficult it is to know with certainty how well American children read—and how much they read. Click here for full podcast. | Simple View of ReadingLearning to read consists of developing skills in two critical areas: (1) Reading each word in texts accurately and fluently and (2) Comprehending the meaning of texts being read. This is known as the Simple View of Reading. Click here for full article. | Dual-Language InstructionWhile bilingualism means the ability to fluently speak in two languages, biliteracy denotes an individual’s ability to fluently speak, read, listen, and write proficiently in two languages. Click here for full article. |
The State of Reading
Dr. Alfred Tatum talks with Karin Chenoweth and Dr. Tanji Reed Marshall about the state of reading in the United States, including how difficult it is to know with certainty how well American children read—and how much they read. Click here for full podcast.
Simple View of Reading
Learning to read consists of developing skills in two critical areas: (1) Reading each word in texts accurately and fluently and (2) Comprehending the meaning of texts being read. This is known as the Simple View of Reading. Click here for full article.
Dual-Language Instruction
While bilingualism means the ability to fluently speak in two languages, biliteracy denotes an individual’s ability to fluently speak, read, listen, and write proficiently in two languages. Click here for full article.
Dr. Louisa Moats
Dr. Natalie Wexler
K-5
Whether you are teaching 100 percent remotely, teaching in a hybrid setting, or teaching in a socially-distanced classroom, we must select texts that support the lesson’s instructional goals; are appropriate for the students’ reading levels, interests, and abilities; and provide exemplary models of what students will write.
6-12
Learning to read not only plays a critical role in students’ success in school, but in life beyond. So why do we find teachers so often give up on directly addressing the reading needs of older struggling readers and focus instead solely on providing accommodations?
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KG - 8th Grade | KG - 5th Grade Implementation Resources (FWISDreads) | 6th - 8th Grade Implementation Resources (FWISDreads) |
Professional Development
