Science of Reading from a Parent’s Perspective By Sarah Cortell Vandersypen, CFRE When I joined the Center for Development and Learning in January 2020, I knew very little about literacy instruction. We just learn to read in school, right? Oh, how uninformed I was. In the past 14 months, I have learned about structured literacy, the “reading … [Read more...] about Science of Reading from a Parent’s Perspective
The Earlier – The Better: Reading During the Earliest Years By Mary Mills One of my most favorite moments as aunt is when my two-year-old nephew runs to me with a book in his hand and ask me to read it to him. Although, it is the same book every time, I read it without any hesitation because I know repetition and children’s interest is a … [Read more...] about The Earlier – The Better: Reading During the Earliest Years
What Kind of Early Reading Intervention Should We Provide? By Timothy Shanahan Teacher question: It seems there is currently a focus on intervention solely for the word recognition side in the early grades. The explanation is that most students who struggle, struggle with decoding, and I of course agree. However, I would add that many of … [Read more...] about What Kind of Early Reading Intervention Should We Provide?
Is Your Curriculum Aligned to the Science of Reading? By Alana Mangham, M.A.Ed. Do you remember when the educational initiative took the United States by storm? Common Core State Standards came about in 2010, and over the next several years, more and more states adopted the English and math standards. Teachers were knee-deep in unwrapping … [Read more...] about Is Your Curriculum Aligned to the Science of Reading?
Dyslexia: The Myth Behind the Legend By DeJunne’ Clark Jackson, MA, MAT, MEd, CALT Did you know that October is Dyslexia Awareness Month? Well, you can’t say that you don’t anymore because you know now. Dyslexia has long been a learning challenge that has been widely studied but, for some reason, it is the one most debated. It is still … [Read more...] about Dyslexia: The Myth Behind the Legend
Falling Through the Cracks is Harder on a Solid Foundation By DeJunne’ Clark Jackson, MA, MAT, MEd, CALT In recent days, the Louisiana Department of Education has found itself on the receiving end of $2 million from the Louisiana legislature, earmarked to combat an ongoing, significantly critical epidemic plaguing our state – early childhood … [Read more...] about Falling Through the Cracks is Harder on a Solid Foundation