Comprehension

DEAR time, or “Drop Everything and Read,” has been a familiar part of many literacy blocks for years. The idea behind it is sound: students need time during the school day to read independently. The question is not whether students should read independently. They absolutely should. The question is whether simply providing time to read is enough to improve reading achievement. Research offers mixed answers. Some studies point to benefits related to reading volume, motivation,

After a busy school year, summer offers teachers a chance to breathe, reflect, and prepare intentionally for a stronger literacy year ahead. Instead of trying to do everything at once in August, teachers can use the summer to reset, simplify, and think ahead with purpose. Even a small amount of preparation can make the first weeks of school feel calmer, clearer, and more focused. Research suggests that students can lose academic gains over the summer, especially when access t

When we teach reading, the goal is not for students to follow a routine. The goal is to develop readers who think, make meaning, and build knowledge from text. Understanding the Goal of Reading Instruction That starts with a shift: Start with the understanding you want students to reach. Then ask: What kind of thinking will get them there—and what do I already know that I can draw on to support that thinking? This one shift changes everything. Repetition Matters—but Not in Is

Teachers often encounter students who can read nearly anything placed in front of them but struggle to explain what they’ve read. These students read accurately and fluently, so it feels as though comprehension should follow automatically. Research, however, tells us otherwise. While decoding is essential, it is only one component of what students need to truly understand text (Gough & Tunmer, 1986; Perfetti, Landi, & Oakhill, 2005). Decoding gets students through the door—b

Round robin and popcorn reading remain common practices in many classrooms, yet a substantial body of research shows these approaches are not effective in promoting student reading development. It is critical for educators to understand the limitations of these methods and explore research-backed alternatives that foster meaningful engagement and skill growth for all learners. What Are Round Robin and Popcorn Reading? Round Robin Reading: A structured approach where students

Reading aloud to students—no matter their age—is one of the most researched and effective ways to support literacy. Decades of evidence show regular, interactive read alouds foster vocabulary growth, comprehension, print awareness, motivation, and even social-emotional learning (Swanson et al., 2011; DeJulio et al., 2022; Lane & Wright, 2007). Benefits Backed by Research Vocabulary & Language Growth: Meta-analyses reveal that read aloud interventions, paired with active quest

As teachers, we’ve all had students who work hard but still struggle to make sense of print. It can be frustrating to know they’re putting in the effort yet not making the progress we hope for. David Kilpatrick’s Essentials of Assessing, Preventing, and Overcoming Reading Difficulties speaks directly to this challenge. As an Amazon Associate, earnings are made from qualifying purchases, which helps support the work of EA Literacy & Learning. Why It Matters for the Classroom

“Without knowledge, even the strongest reading skills can’t help students understand what they read.” Natalie Wexler Closing The Knowledge Gap : A Call for Knowledge-Rich Instruction As an Amazon Associate, earnings are made from qualifying purchases, which helps support the work of EA Literacy & Learning. Natalie Wexler’s The Knowledge Gap offers a compelling examination of one of the most pressing challenges in education today: the persistent gap in reading comprehension a