Day: January 26, 2021

Is there really a ‘science of reading’?

Thus began the fight over teaching phonics or “whole language” — and more recently what is known as “balanced literacy.” We’ve also been hearing declarations that a “science of reading” proves that employing phonics in a particular war is the best and right path to teach young children how to read.

The following post looks at this broad issue and whether there really is a “science of reading” that has finally settled how reading should be taught.

It was written by David Reinking, professor emeritus at Clemson University and a former president of the Literacy Research Association; Victoria J. Risko,

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Teacher: What’s missing from calls for summer school to stem ‘learning loss’

At the moment, the option being raised more often than others seems to be some form of summer school, with several governors, including those of Virginia and California, raising the issue. University of Virginia cognitive scientist Daniel Willingham wrote a piece in the New York Daily News about why he thinks it is the best option.

This post about summer school and how to address the issue of lost student learning is from an admittedly exhausted veteran teacher, Larry Ferlazzo, who has some ideas about the current debate and what is missing from the conversation.

By Larry Ferlazzo

Many people

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Fiction or nonfiction? What kids really like to read.

The three write about social justice, science, engineering and other topics. This was first published in Publishers Weekly and I was given permission to publish it.

By Cynthia Levinson, Melissa Stewart and Jennifer Swanson

As nonfiction writers for young readers, we were dismayed — though not surprised — by his statement that “the books students choose to read are almost always fiction.” We frequently encounter adults who mistakenly believe that when kids hear “nonfiction,” they think, as Mathews wrote: “Nonfiction? You mean textbooks. Ugh.”

We wish he could accompany us on a school visit — live or virtual — because

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