The Science of Reading: A Handbook: 18 (Wiley Blackwell Handbooks of Developmental Psychology)

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This is just an overview of a very comprehensive topic. Anyone who teaches reading should spend more time learning about the recommended science of reading methods. Here are some places to start:

Castles A, Rastle K, and Nation K (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271 The Science of Reading could be considered an approach to teaching reading that is based on decades of research and evidence. It is NOT a specific program. Phonics is playing more of a role in rich literacy programs than ever before and is seen as an essential tool for kids learning to read. Teachers and schools are encouraged to provide environments with rich literature opportunities alongside explicit, systematic, early phonics decoding skills. demonstrate how different knowledge sources underpin reading processes using a wide range of methodologies;

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It’s important to understand that qualitative studies cannot tell us directly what caused an outcome, so you cannot generalize the results to other schools and classrooms. A potential strength of a qualitative study is that it can help us better understand the conditions under which an observed phenomenon works (or doesn’t). Mixed methods How to Make Sight Word Instruction and Reading Intervention More Effective ( 50 minutes published Oct. 1, 2020) Now anytime you ask someone, "What book should I read about the science of reading?" they'll usually recommend one of these books, if not all three. These are Mark Seidenberg's "Language at the Speed of Sight," "Proust and the Squid" by Maryanne Wolf, and "Reading in the Brain" by Stanislas Dehaene. I'm going to be honest with you, these books are hard. I have definitely not gotten through all of them, in fact, I've only read a portion of each one of these books. Fluency: Include frequent chances for students to read and re-read orally from connected text—sentences, paragraphs, and passages. Focus on the development of both automatic word recognition and fluent expression, keeping understanding of the text as the central goal. The Knowledge Gap is another dense, but fantastic read! Wexler is actually an education journalist, not an educator. I appreciate her writing style and how she is able to weave in history, the science, and teaching vignettes to tell a full story. I also really enjoyed how her book was organized into three parts: The Way We Teach Now, How We Got Here, and How We Can Change.

If you do nothing, you will be auto-enrolled in our premium digital monthly subscription plan and retain complete access for 65 € per month. Change the plan you will roll onto at any time during your trial by visiting the “Settings & Account” section. What happens at the end of my trial? Our brains are naturally set up to learn to speak, but learning to read does not happen on its own. Scientists have found that we must develop certain parts of our brains and build connections between brain areas that were not connected before. The picture (below) shows four different areas of our brains that we use when we read. Cain K, et al. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development.DOI:discuss learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment; and Phonics: knowledge of the relationships between letters and sounds, and the ability to use letter-sound relationships to decode words. One of my favorites! This is the ultimate rule book for all of my rule lovers! This book helps uncover the rules of English through systematic, easy-to-read examples. The author argues that 98% of English words can be explained through phonograms and spelling rules, and explicitly teaching these rules to students could transform literacy as we know it. We should also stop seeing comprehension taught via leveled reading groups, where each group visits the teacher for round-robin reading through a new text “at the right level.” Instead, we should see use of a rich, complex text for all the students in a class. We should hear multiple reads of the same text, beginning with teacher modeling and moving to student practice. We should see partnering for repeated readings to develop fluency. We should hear the voices of students and the teacher in high-quality conversations about the text that focus on language, structure, and deepened understanding. Where can we learn more?

Phonological awareness, phonemic awareness and phonics should be explicitly and directly taught in the early years of school to enable children to accurately sound out printed words. The active sounding out of words using letter-sounds knowledge is referred to as reading through the phonological pathway. Research is clear about what matters to teach in early literacy instruction: phonological awareness, phonics and word recognition, fluency, vocabulary and oral language comprehension, and text comprehension. For each of these, a convergence of evidence tells us what works, in practice. The story told in this book therefore does not end with the ascendancy of the science of reading in the 1930s, 1940s, and 1950s, nor even with its eclipse—temporary, as it turned out—in the 1960s and 1970s. It extends into the present. One point is to cast light on the ways in which we think about equivalent problems today. Although the science of reading that Huey and his fellows brought into being does not provide answers for us in any simple way, considering it historically does help us appreciate our own questions and their meanings in a better light. And a history of the science of reading need not be so rigorously self-denying as to shy away from profound questions about how and why we now think, wonder, and fear as we do. Learning to read for understanding requires sounding out and recognizing words—decoding—but it also requires making meaning of the words and sentences we hear—language comprehension. While taking a microscope to any one aspect of reading reveals more complexity, the simple view continues to be supported as a strong core model in reading development, as it has been for decades. What guidance does the science of reading offer?

Phonological awareness: Teach students to recognize and manipulate the sounds within words. Move from syllables to the individual sounds, or phonemes. Explicitly connect phonemes to letters to more effectively support word decoding. Uchida S, et al. (2008). Reading and solving arithmetic problems improves cognitive functions of normal aged people: A randomized controlled study.DOI: Balanced literacy isn’t easy to define, but it often includes a focus on “reading cues.” Sometimes you’ll hear the phrase MSV, which stands for meaning, sentence structure, and visual information. Text comprehension: Even before young students can read on their own, teach from rich texts via read-alouds and scaffolded reading. Teach students to use metacognitive strategies like setting a purpose, monitoring for meaning, and building inferences while reading. Discuss texts, including focusing on their organizational structures.