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Among Science of Reading leadership, including teachers and parents, there's a rising interest in considering whether "Linguistic Phonics", also known as speech-to-print or structured linguistic literacy, may be more efficient for some struggling students compared to...
THE POWER OF SLOW: READING WITH STEVEN SPIELBERG In a recent interview with book influencer Jack Edwards, film director Steven Spielberg opened up about his relationship to reading: "I have to confess, I'm not a huge reader. I've been dyslexic all my life, so it...
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After hard-won battles to increase awareness of dyslexia, choose curriculum, and train teachers in structured literacy, a wave of articles in the media has challenged the gains “science of reading” groups have made and raised issues about the latest wave of testing results shows.
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At a recent U.S. House Appropriations Subcommittee hearing on the “Science of Reading,” witnesses emphasized the value of early, explicit decoding instruction. They also underscored a point that should be noncontroversial: intelligence scores should never be used to deny a struggling reader access to evidence-based instruction and support.
A new study reported on in Education Week found that a widely-used phonemic awareness program (the oral-only Heggerty curriculum) did not improve gains in word reading or oral reading fluency, although it did significantly improve phonemic awareness skills.
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For young children who seem to be reluctant readers, it may be hard to know where the reading problems occur. If comprehensive testing by a professional is available, the result can provide valuable information. Where are the difficulties occurring?
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