Debunking the Leveled Reading Myth - by Natalie Wexler
A new book details the lack of evidence for limiting students to books they can read easily.| nataliewexler.substack.com
A new book details the lack of evidence for limiting students to books they can read easily.| nataliewexler.substack.com
Knowledge is crucial for comprehension; it lays the foundation for building our understanding of text and provides an anchor for holding new information in memory. More from @CattsHugh & @AlanKamhi in #AmericanEducator:| American Federation of Teachers
The complex syntax of written language is often a stumbling block.| nataliewexler.substack.com
The answer is still yes, but we have to be realistic in our expectations.| nataliewexler.substack.com
In short: yes. But it's complicated.| nataliewexler.substack.com
The research on writing (even if it’s called something else) reveals that it can provide a powerful boost to learning—and might even underestimate its potential.| nataliewexler.substack.com
The key factor isn't "skills and strategies"--it's knowledge.| nataliewexler.substack.com
Studies show it boosts reading comprehension and fluency, and teachers say it boosts engagement too.| nataliewexler.substack.com
Fifty years ago, when I was becoming a teacher, reading instruction consisted of a ubiquitous classroom practice: placing students in instructional groups according to their reading level. These groups were sometimes known by various colors or animals. I distinctly remember the redbirds, the bluebirds, and the buzzards among the most popular appellations. Today, although groups are now labeled with letters (Level G, Level L, etc.) and ornithological monikers are out of fashion, assigning stud...| American Federation of Teachers
