Literacy Blogs

            Lately, I’ve run into a lot of teachers and school administrators who are all pumped up about the Reading Workshop or Readers’ Workshop.             They tell me that they don’t want to use textbooks anymore. Don’t want to teach novels. Don't seem to really want to teach much of anything.             They believe that the trick to teaching reading is not teaching it—or at least not teaching it very much. Mini-lessons are in the saddle and independent reading is how they want students to experience the English class.             I’m skeptical. If this were a new idea, I’d probably be more accepting. However, this influential ...

This week’s challenging question: I had a question from some schools people that I’m not sure how to answer. I wonder if anyone has data on what progress can be expected of students in the primary grades getting extra help in reading. Let’s assume that the students are getting good/appropriate instruction, and the data were showing that 44% of students (originally assessed as “far below”) across grades 1-3 were on pace to be on grade level after 2 years of this extra help. Is this expected progress for such students or less than what has been shown for effective early reading interventions? Shanahan’s ...

Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and unusual flurries of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something.           One of the questions asked specifically about my colleague Dick Allington, since he has published articles and chapters saying that teaching kids with challenging text is a dumb idea. And, a couple of others queries referred to the advertising copy from Teachers College Press (TCP) about their programs. Both Dick and TCP threw the R-word (research) around quite a bit, but ...

         In my last entry, I explored some ideas concerning what role authors play in our interpretation of text. As with many controversies in the garden of literary criticism, nothing is settled, but an exquisite tension has been created. It is this tension that mature readers need to learn to negotiate—and that we have to prepare them for.          My take on this controversy is this: it is respectful, responsible, and wise to try to get back to “the author’s intended meaning.” That means we need not only to think about what a text says, but what we thought the author ...

I’m often asked if the questions I publish here are “real.” That is, do teachers, really ask me these things? The questions definitely are real. Though they come to me in a variety of ways.            Not long ago a colleague contacted me for my advice on a question she’d been asked. She was surprised to see that one show up on my blog. Other times, I might be giving a talk and a question comes from the audience. I remember it later and answer it again for you.            This week’s “question” is ...