by Kelly N. Tracy
Western Carolina University
October 21, 2013
As educators try to determine how to improve student learning and include more writing within the same time limits, it is important to revisit Steve Graham and Michael Hebert’s (2010) Writing to Read, which gives strong evidence that writing, an essential skill itself, also improves reading comprehension.
by Mastin Prinsloo and Carolyn McKinneyUniversity of Cape Town
October 14, 2013
An alarming aspect of South African schooling is the huge gap between the small number of schools where students from middle-class homes are doing well, going on to university study, on the one hand, and the large majority of schools, on the other, where pass rates and school completions rates are very low indeed.
by Kelly Branam Cartwright
Christopher Newport University
September 12, 2013
Why, even though she can read aloud beautifully, does my student not understand what she reads? It's as though she isn't even processing the meaning of the text at all! If you have ever found yourself thinking these thoughts about a student who struggles with reading comprehension, this research may be of particular interest to you.
by Ryan Rutherford and Jo Worthy
University of Texas, Austin
September 12, 2013
In this article, Gay Ivey and Peter Johnston take us into the classrooms of four middle school English teachers whose primary goal was to help all their students become engaged readers. They allowed their eighth-grade students to choose among a wide range of personally meaningful books, and gave them time each class session to read and discuss their reading with their peers. They also read aloud a young adult book each class session and devoted time to student writing. The result was academically, socially, and emotionally healthier students (including better test scores, as detailed later).
by Annemarie Palincsar
University of Michigan
June 11, 2013
The Internet offers so many possibilities for supporting information gathering; that is both its blessing and its curse! Students have incredible amounts of information at their fingertips, but, of course, the quality and accessibility of that information varies dramatically.
by Peter Afflerbach
University of Maryland
April 17, 2013
I first read this article 3 decades years ago—when I was a rookie elementary reading teacher—and the important message it carries has stayed with me. I return to it every few years, providing myself with the opportunity to see how it has influenced my thinking and practice. And reminding me of how careful and caring research matters. If you're interested in experiencing how a 30-year-old article can speak to today's classroom practice, this is the read for you.
Like IRA on Facebook
Follow IRA on Twitter
© 1996–2013 International Reading Association. All rights reserved.