Research has long supported the idea that students benefit from “doing.” Regular practice with reading and re-reading increases comprehension and fluency (National Reading Panel, 2000), as well as builds vocabulary and knowledge (Cunning & Stanovich, 1998). Students also need ample time to connect reading and writing to speaking and listening, integrating their literacy skills (see Appendix A). This is especially important for younger children and English Language Learners, whose oral language far outpaces the ability to read and write (Fisher, Frey, & Rothenberg, 2008).
As we all do our best to help students meet the high bars we set in our literacy classrooms, could it be that we’re missing out on opportunities for kids to do the very work that will help get them there? By: Tori Filler
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AuthorDawn Tush Archives
February 2020
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