National Right To Read Blog

The Science of Learning – Deans for Impact

The purpose of The Science of Learning is to summarize the existing research from cognitive science related to how students learn, and connect this research to its practical implications for teaching and learning. This document is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested in our best scientific understanding of how learning takes place.

Do You Want to Learn to Read by Memorizing Word Shapes?

| Guest Commentary

Despite all the evidence to suggest otherwise, the whole language method of teaching still dominates how reading is taught at schools. Just have a look at the image above. This was from a “reading strategy” handout my oldest child brought home at the start of her school year in grade 3. Most of the

Curriculum: The great divide among education reformers

| Guest Commentary

This gently stated but dismissive view of the importance of reading instruction troubles me because I think it captures a viewpoint widely shared by many education reformers. Read the article by Kate Walsh here: http://edexcellence.net/articles/curriculum-the-great-divide-among-education-reformers

Can’t we all get on the same page here?

This recent post is from Kate Walsh, the president of NCTQ (National Council on Teacher Quality): “Researchers long ago identified the reading methods which would reduce the current deplorable rate of reading failure from 30% to somewhere well south of 10%—if only schools would take that step.” Read on at http://www.nctq.org/commentary/article.do?id=206…  

Stanislas Dehaene: Problems with Whole Word Reading

Stanislas Dehaene is  the cognitive neuroscientist who wrote the groundbreaking book Reading in the Brain. Check out this video of his talk at the World Innovation Summit for Education 2012. The first 15 minutes captures his essential research salient to our work: Problems with whole word reading (why we cannot emphasize “sight word” reading) The Read more…

The importance of teacher knowledge about beginning reading development

Read a chapter from the Oxford Handbook of Reading, 2015. The chapter focuses on teacher knowledge about beginning reading development and instruction. It identifies what teachers need to know along with recommendations for supporting teachers in developing that knowledge to improve outcomes. Some nuggets: “. . . reliance on a political/ideological rather than a scientific Read more…

Phonics Talk: Teaching Secrets of Two Special Teachers

PHONICS TALK — The Dorbooks Newsletter Volume 70 – September 2015 *Teaching Secrets of Two Special Teachers* by Dolores G. Hiskes Reprinted with permission from Dorbooks’ Phonics Talk. See their past issues here: http://www.dorbooks.com/phonicstalk.html   *The Emperor has no clothes on,* or *When Will We Ever Learn?,* or *What Goes Around Comes Around, etc.* This story Read more…

3 Reasons Why More Reading Won’t Build Kid’s Vocabulary

At the National Right to Read Foundation, we’re constantly on the lookout for excellent articles and research that helps students learn to read more effectively. This is an excellent, quick read from The Australian Society for Evidence Based Teaching that demonstrates how to better build kids’ vocabularies. Research shows that enriching students’ vocabulary improves their reading, Read more…