Ever since I started reading Daniel T. Willingham’s column, “Ask the Cognitive Scientist,” in American Educator, I have followed his articles and books. His writing style is direct and clear, and he makes any topic easy to understand, whether one is unfamiliar with the content or has advanced knowledge. His latest book, The Reading Mind: … Continue reading Book Review: The Reading Mind
You came home from work, made dinner, cleaned up the kitchen, and now it is time to get your child to bed. If you are the parent of a child who is at least eight years old, you might just say, “Good Night!” The last thing you want to do is begin reading a book … Continue reading Reading Aloud to Your Older Child
In the latest edition of “Perspectives,” a quarterly publication on literacy, Response to Intervention (RTI) was a major topic for discussion and exploration. RTI was established in schools to provide structure for making decisions about how to recognize children’s early academic difficulties, along with monitoring progress and appropriate interventions, in the hope of preventing long … Continue reading 10 Reasons RtI Doesn’t Work
The Every Student Succeeds Act (ESSA) states that federal funds should be used for effective instruction and intervention programs. A new website, evidenceforessa.org, has been created to provide districts with an easy way to check a program’s effectiveness. The website was produced by the Center for Research and Reform in Education (CRRE) at Johns Hopkins … Continue reading Intervention: Which Programs are Effective?
“Relax!” Few things grate on my nerves more than being told to “relax” when frustrated or anxious. When someone tells you to calm down, does that work for you? I would think most people cannot relax on demand. Children lacking in self-regulation cannot be told to calm down; they need to be taught how to … Continue reading A “Mindfulness” Approach to Reading