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Learning to love complex text Jago discusses the difference between readability and Lexile levels versus true text complexity.
Taking risks Dr. Diane August discusses what kind of research she would like to see around empowering ELLs to take more risks in the classroom.
Teaching comprehension and social communication together Reading comprehension instruction also provides opportunities to teach social communication skills.
How are background knowledge and vocabulary related? Since many children with dyslexia have general difficulties with oral language, teaching background knowledge and vocabulary is highly important.
Forget About Fitting Square Pegs into Round Holes When It Comes to the Neurodiverse Population Writer and Neurodiversity Advocate Jonathan Mooney says we need to move away from the remediation model.
Steve Graham: 21st century writing tools As schools transition to 21st century writing tools, Steve Graham advocates for the integration of word processors and iPads.
Paul Rogers: Role of narrative and creative writing in the Common Core Dr. Paul Rogers reminds teachers to include narrative and creative writing opportunities.
Academic language: "Sounding smart" Kristina Robertson discusses students’ ability to recognize academic language when they hear it.
Close reading and the background knowledge deficit Dr. Frey describes how she differentiates her instruction for students with varying levels of background knowledge.
Revision is hard Teachers should provide more time in class for revising and help the students take ownership of their drafts as they recognize what they want to change in their writing.
