by Peter Afflerbach, Annemarie Sullivan Palinscar, Virginia Goatley, and P. David Pearson
June 25, 2014
The National Council on Teacher Quality (NCTQ) issued its second review of teacher preparation programs June 17. We see little in the 2014 report to change our stance from last year regarding their efforts to assess the quality of teacher education for literacy instruction.
by Nonie Lesaux and Joan G. Kelley
Harvard Graduate School of Education
June 4, 2014
We make a mistake when we spend much time wrestling with whether to remediate or not, or when we decide that reading will come along when English language proficiency does.
by Peter Johnston, University at Albany, SUNY
and Nell Duke, University of Michigan
May 28, 2014
This article includes questions, answers, and additional resources from the IRA 2014 conference session with nine members of the International Reading Association Literacy Research Panel.
by Melanie R. Kuhn
May 7, 2014
Key here is the fact that each student is responsible for reading only a very brief portion of the text—as little as a few sentences and, at a maximum, a few paragraphs. As a result, they have minimal opportunity to improve either their fluency or their word recognition.
by Nell Duke, University of Michigan
and P. David Pearson, University of California, Berkeley
May 6, 2014
Each day of the Conference includes sessions specifically focused on literacy research, and a review of the Conference program reveals many additional sessions with a strong research base.
by Nell K. Duke
University of Michigan
April 16, 2014
Periodically, I still hear students told that, “When two vowels go walking, the first one does the talking.” The problem is, this generalization actually holds true less than half the time.
by Timothy Shanahan
University of Illinois at Chicago
April 2, 2014
Timothy Shanahan recently wrote a blog entry titled “Ten Things Good Writers Do” for a group of Chicago high school students, at their request.
by Mariela Páez
March 26, 2014
The Society for Research in Child Development Policy Report “Multilingual Children: Beyond Myths and Toward Best Practices” addresses important questions about multilingual learners in the United States.