what the research says

early literacy research distilled for educators

Archives

  • January 2009
  • November 2008
  • October 2008
  • August 2008
  • July 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008

Categories

  • Assessment
  • Component skills
  • Comprehension
  • Differentiated instruction
  • ELL
  • Fluency
  • Implementation
  • Neuroscience
  • Opinion
  • PD
  • Phonological awareness
  • Spelling
  • Teaching methods
  • Textbooks
  • Vocabulary
Subscribe to this blog's feed

Recent Posts

  • Comprehension may not be as simple as the 'Simple View' suggests
  • Explicit spelling instruction transfers to authentic contexts
  • Students have a 15% chance of learning new words from context alone
  • Teacher-led small-group beats peer tutoring
  • First graders use multiple, overlapping strategies to spell
  • Why automaticity (aka 'fluency') is important in learning to read (opinion)
  • On teaching inference as a comprehension strategy
  • Compare student data to state (not local) norms
  • Non-word reading fluency predicts reading difficulty for ELL students and native English speakers equally well
  • Phonemic awareness exists in Spanish ELL readers

Archives

  • January 2009
  • November 2008
  • October 2008
  • August 2008
  • July 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008

  • About WTRS

Categories

  • Assessment
  • Component skills
  • Comprehension
  • Differentiated instruction
  • ELL
  • Fluency
  • Implementation
  • Neuroscience
  • Opinion
  • PD
  • Phonological awareness
  • Spelling
  • Teaching methods
  • Textbooks
  • Vocabulary

Search

  • Google

    WWW
    whattheresearchsays.net