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
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
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
While working on the past tense verb,“ed,” with a first grader, I noticed this little girl was having difficulty understanding how “ed” could have three different sounds. For example, planted or landed both have the id sound added to the base word – (plant-ed) and (land-ed) while the word “hopped” sounds like a /t/ at … Continue reading What is Explicit Instruction?