Category: Civilization’s Prize Possession!

National Research on Reading Instruction: A Fifty Year Summary

RESEARCH FINDINGS IN READING INSTRUCTION ARE SETTLED SCIENCE 1967 Learning to Read: The Great Debate, Jeanne Chall, Harvard University. Findings: A code emphasis tends to produce better overall reading achievement by the beginning of fourth grade than a meaning emphasis. At about the end of the first grade, meaning-emphasis programs tend to affect comprehension and Read more…

Logic of English – Foundations

LOGIC OF ENGLISH – FOUNDATIONS Logic of English™ Foundations teaches children age 4-7 to read real books without guessing or memorizing sight words while developing their writing, spelling, and language skills. In Foundations students gain phonemic awareness, learn to read and write the 74 basic phonograms, and increase reading fluency through structured but playful activities. Read more…

Reading Horizons

What is the code?  “The code” is the written representation of the spoken word (i.e. all written text). Are You Prepared to Teach “The Code”? All of us are exposed to the code, but because many educators believe that reading is a natural process, at least 30% of all students are left in the dark Read more…

Dr. Louisa Moats Talks Tough on Reading Instruction Down Under!

Dr Louisa Moats: We need to be outraged Learning Difficulties Australia has just marked its 50th anniversary with a national speaking tour by US literacy expert Dr Louisa Moats. Dr Moats is the author of many influential papers and articles about literacy, and has been a key advocate for better language education for teachers in Read more…

National Center for Teacher Quality – 2014 Report

Teaching Early Reading Teacher educators in elementary programs at Gordon College (MA) and Southern Methodist University (TX), whose early reading courses earn Strong Design designations in our Early Reading Standard, have generously agreed to share the courses’ syllabi with teacher educators everywhere. Gordon College EDU 345 Introduction to Teaching Reading EDU 347 Teaching Reading and Read more…

Big Ideas in Reading – University of Oregon

Alphabetic Principle Skills To develop the alphabetic principle across grades K-3, students need to learn two essential skills: Letter-sound correspondences: comprised initially of individual letter sounds and progresses to more complex letter combinations. Word reading: comprised initially of reading simple CVC words and progresses to compound words, multisyllabic words, and sight words. Kindergarten Skills Letter-sound Read more…

The Society for Quality Education – Toronto, Canada

Society for Quality Education – Toronto, Canada Free Lending Library Recently I was introduced to a valuable resource for those who are interested in answering the questions:  “Why do our schools and our teachers not apply what recent science and common sense have confirmed is the best way to teach reading, and math, and organize Read more…

The Origin of the Alphabet

In the introduction to his new book, Phonics for Success author and scholar Sam Blumenfeld provides some powerful insights about the origin of the Alphabet.  Here is a portion of what he wrote: “Written English is a purely alphabetic system, regardless of what we may think of its many eccentricities and irregularities. An alphabet, by definition, Read more…