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Using Research to Inform Literacy Instruction: How Should We Teach Students to Read Unknown Words?
Online professional development module addressing the questions: “Should I teach students to use semantics and syntax to read words they don’t know? Should I teach students to guess a word based on pictures, context, and/or the first letter of the word?” And, "When a student struggles with the alphabetic principle, should I have him practice reading in decodable texts, or leveled/predictable texts or both?"
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Using Research to Inform Literacy Instruction: What Do We Know About “Balanced” Literacy?
Online professional development module addressing the question: “What Do We Know About “Balanced” Literacy?”
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Instructional and Language Scaffolds for English Learners in Elementary Classrooms
Online professional development module describing a 3-step process to support ELs’ success in the elementary classroom.
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Reading Support for Spanish-Speaking Students in Elementary Classrooms
Online professional development module that describes differences and similarities between Spanish and English and their implications for reading instruction.
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Phonological Awareness: Research-Based Practices
Online professional development module that provides research-based methods for developing students’ phonological awareness from prekindergarten through the early elementary grades.
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Using Research to Design Content-area Instruction: A Lesson Framework for Building Vocabulary, Fluency, and Comprehension
Online professional development module that discusses using research findings in designing content-area lessons. The module focuses on the importance of vocabulary, fluency, and comprehension in everyday instruction.
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Using Research to Inform Literacy Instruction: Do Children Learn to Read Naturally?
Online professional development module addressing the question: “I think learning to read is like learning to speak. It’s developed through a process that all children naturally go through. Isn’t this correct?”
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"Guessing: Why the Reading Wars Won't End" (Letter printed in the Washington Post)
Letter signed by 41 reading researchers, scientists, and academics who support effective, scientificially-based reading instruction. Provides insights into the lack of teacher preparation in early reading instruction. Also discusses the lack of research behind teaching students to guess at words when reading.
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