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The Gap Between The Science On Kids And Reading, And How It Is Taught

NPR – Claudio Sanchez

“Mark Seidenberg is not the first researcher to reach the stunning conclusion that only a third of the nation’s schoolchildren read at grade level. The reasons are numerous, but one that Seidenberg cites over and over again is this: The way kids are taught to read in school is disconnected from the latest research, namely how language and speech actually develop in a child’s brain.” (more)

Cutting-edge research to support students with reading disabilities

E-School News – Ellen Ullman

“Current approaches to identifying students with reading disabilities are often problematic and ineffective, and will not lead students to academic success. However, there have been significant improvements in identification and screening that are allowing us to provide greater—and earlier—support. In “Cutting-Edge Research to Empower Schools to Support Students with Reading Disabilities,” Rick Wagner, associate director for the Florida Center for Reading Research, discussed problems with current methods and how to better help students with these disabilities.” (more)

Giving Students a Little Taste of a Book

Edutopia – Emma Tackett

“I learned about the book tasting—an opportunity for students to try out a variety of books—from an instructional coach at my school, who modeled it for the teachers, enabling us to learn firsthand what this activity can do. To start, I gather titles in a variety of genres from the school library, classroom library, and literacy library—it’s best to have a few copies of each book. I set up my tasting by putting my students in seven groups of four, with four titles in a different genre for each group. One group is generally realistic fiction, one literary nonfiction, one fantasy, and so forth. With groups of four, students get to experience different viewpoints without being overwhelmed—every student gets a chance to contribute when they discuss their books.”(more)

Why Getting Help for Kids with Dyslexia is Difficult

KQED News Mind/Shift – Emily Hanford

“The reluctance to confirm that a child is “dyslexic” goes beyond avoiding a label that could harm kids. Public schools nationwide have long refused to use the word, allowing many of them to avoid providing special education services as required by federal law. According to dozens of interviews with parents, students, researchers, lawyers and teachers across the country, many public schools are not identifying students with dyslexia and are ignoring their needs.”(more)

How to Get Your Mind to Read

The New York Times – Daniel T. Willingham

“Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.”(more)

Dyslexia—when spelling problems impair writing acquisition

Medical X-Press – Staff Writer

“Dyslexia is a reading disorder that affects the ability to adopt the automatic reflexes needed to read and write. Several studies have sought to identify the source of the problems experienced by individuals with dyslexia when they read. Little attention, however, has been paid to the mechanisms involved in writing. CNRS Professor Sonia Kandel and her team studied the purely motor aspects of writing in children diagnosed with dyslexia. Their results show that orthographic processing in children with dyslexia is so laborious that it can modify or impair writing skills, despite the absence of dysgraphia in these children. The findings of this study are published in the November 2017 edition of Cognitive Neuropsychology.”(more)