Decodables versus levelled readers
After listening to Thomas Reid and his must-listen-to podcast “Reid My Mind Radio” I find myself thinking deeper about blackness and reading, disability and reading, and of course, the intersectionality of blackness and disability.
“When we speak of building a dictionary in each child’s brain, we are referring to building a bank of syllables and words within each child – that includes information on pronunciation, meaning, and critically, spelling. These stored patterns and words referred to by scientists as lexical representations, we refer to here as brain words” p 2.
I am thinking about the intersections of literacy instruction and learning that centers the voices of Black students. I know
What are the instructional strategies that promote reading success especially for marginalized students?
The Third Teacher takes a close look at how the design of learning spaces can impact learning. Beyond mere
I find that supporting struggling readers in Intermediate is very difficult. It is difficult to support with a classroom library
Earlier this year I began a collaborative teacher inquiry that would set up a technological framework for supporting literacy in