Years ago there was a saying in Maine, where I grew up: “As Maine goes, so goes the nation.” Today, I am encouraging a different slogan for reversing illiteracy in the nation: “As Wisconsin goes in reading instruction, so SHOULD go the nation!” The article below is an indication on why that could be a
In June 2005, Jim Rose, former HMI director of inspection at Ofsted, led an independent review of the teaching of early-years reading, including the role of synthetic phonics. This publication sets out a number of recommendations for ensuring effective practice.
The last frame in the presentation below by Dr. Al Liberman, former Director of the Haskins Laboratory for the study of reading at Yale University is worth noting. “We are all born dyslexic—the difference among us is that some of us are easy to cure and others more difficult.” Dr. Al Liberman, Haskins Laboratory
Ten years ago New Zealand instituted a national policy to reduce illiteracy but this recent research report indicates that there has been no change in illiteracy rates. The “Reading Recovery” program, created in New Zealand to reduce the incidence of reading failure, has been the center piece of this policy. Much the same can be
A Brief Analysis of The English Alphabet Code It isn’t easy being green, Kermit the Frog used to say. Maybe that’s true but neither is it easy being a child in England, America, Canada, Australia, or anywhere else in the English-speaking world where you have to learn to read (and spell) the English Alphabet Code.
In 2000, the National Reading Panel identified five core components of early reading success for children. This guidance was the anchor for a review published the American Educator in the Summer of 2013.
This presentation is a summary of reading research findings to date, and a powerful resource to anyone who truly wants to have a basis for teaching the “Five Components of Reading Instruction” that is a primary feature of www.nrrf.org.