Unique Solutions for Unique Learners
A recent article in the New York Times titled “Split by Race and Wealth, but Discovering Similarities as They Study Steinbeck” by Winnie Hu describes an experiment between middle schools aimed to help two eighth grade classes read between the lines in their parallel study on Of Mice and Men, John Steinbeck’s famous story about read more…
In her highly regarded book Speech to Print, Loisa Cook Moats defines decoding as, “The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondence; also, the act of deciphering a new word by sounding it out.” Decoding combined with comprehension results in reading fluency. Unfortunately, comprehension can rarely occur read more…
Phonics is the relationship between letters and sounds, and students need explicit instruction and guided practice to master it. ALL reading programs should contain a phonics component, and there is a plethora of reading research over the last hundred years supporting that students who learn phonics early do better in reading than those who do read more…
As part of vocabulary development and word study, I’ve had succes using the Vocabulary Web template from the Center for Gifted Education at the College of William and Mary. This web helps students to consider not only a word’s definitions, but also its part of speech, synonyms, antonyms, word families and origin. Teachers can use the read more…
This article by Jon Schnur was published for TIME Ideas on January 17, 2012. All of Jon’s suggestions are spot on for helping children to become ready for kindergarten. Oral language is the foundation for literacy, and children need lots and lots of opportunities to read and talk with adults and peers. Building background knowledge, developing read more…
When students have trouble comprehending a text they are reading, it could be due to confusion about anaphoric expressions. Anaphora is when one word or phrase stands for, or refers to, another word or phrase in a text. A reader may have trouble following what a simple term like “it” or “them” refers to, which read more…
The International Dyslexia Association defines Dyslexia as: A specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive read more…
Laurie Gross, Amy Shapiro, and I took a graduate course this summer for professional development on teaching beginning readers. During the course, we studied The Framework for Literacy Instruction which presents three perspectives for effective teaching—the interactive perspective, the critical perspective, and the response perspective. Across each perspective, the teacher must be cognizant of planning read more…
Enrichment teaching means learning for fun, and learning just for fun presents unlimited options. Our educators can facilitate small group sessions on a wide range of topics. Imagine your kitchen becoming a science lab or an art studio–we promise to help clean up–or maybe your living room becomes the next neighborhood book circle. Let us know read more…
Mary is an experienced early childhood and elementary teacher and tutor who is skilled in creating developmentally appropriate, experiential, and integrated learning opportunities. Moreover, Mary creates a safe learning environment that is dynamic and stimulating. Through balanced literacy, she helps young readers to become confident, fluent, and expressive readers and writers. Balanced literacy includes guided read more…
I’m taking a course called Supporting the Struggling Reader which encompasses the work of Dr. Dorothy Strickland. Dr. Strickland is the State of New Jersey Professor of Reading at Rutgers University. Prior to her appointment at Rutgers, Dr. Strickland was professor of education at Teachers College, Columbia University. Dr. Strickland is also the coauthor of read more…
An avid reader, Susie always knew that she wanted to work with young learners and focus on literacy education. After graduating with a B.S. in Elementary & Special Education from Indiana University, Susie moved to Costa Rica to teach English as a second language. Then Susie worked as a special educator and private tutor in read more…
