Eat chocolate! It’s good for you! The latest claims will make you feel that this sweet indulgence actually has health benefits. I really want to believe this is true…. Every night I have a piece of dark chocolate after dinner, thinking I will live longer, prevent heart disease, and improve my memory by eating my … Continue reading Reading and Chocolate: Sweet Lies
Drop Everything and Read (D.E.A.R.) is the time in school where virtually everyone, including the principal, teachers, and students pick up their books and begin to read for a designated amount of time. In theory, this sounds like such a good idea, until you notice that for some, D.E.A.R. stands for Don’t Even Attempt to … Continue reading D.E.A.R. Time: Don’t Even Attempt to Read
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
Until recently, my favorite book on reading research was Why Our Children Can’t Read and What We Can Do About It by Diane McGuinness, Ph.D. The book was published in 1999, and it literally changed the way I thought about reading instruction. It was groundbreaking at a time when the science of reading was in … Continue reading Book Review: Language at the Speed of Sight
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?