Each year, Shanahan on Literacy identifies the highest rated national, regional, and international Literacy Charities. Find out which ones you want to help -- and which might be a source of support for your students and school.

Research indicates that teaching reading at students' "reading levels" provides no advantages and may do harm when it comes to learning. However, many teachers are less worried about learning, and more concerned about the impact teaching with complex text may have on students' classroom behavior and motivation for reading. This podcast explores those concerns.

Recently, there have been claims that reading achievement is being suppressed because schools are teaching reading with excerpts and other short pieces rather than with complete books. These critics say that they want to go back to a time when reading was taught with complete books. This podcast explores those claims and reveals what research has to say on the matter.

Are we making our instructional decisions based upon comprehension data or learning data? Is our purpose to make sure that students gain immediate comprehension of the instructional text or is it to improve kids' reading ability so they will be more successful with future texts? The answer might surprise you.

I've argued against teaching reading at students' instructional levels. Does that mean that I'm against running records and informal reading inventories? What could such tests possibly provide if you aren't teaching with leveled books? This podcast will answer those questions and many more.

This podcast explores the role that pictures play in teaching decoding, vocabulary, and reading comprehension.

This podcast explains the nature of disciplinary literacy and lays out a description of what role it should play in the elementary school reading curriculum.

Middle school reading scores are stagnant or dropping all over the country. What can we do about that? This podcast explores what a science of reading based response should look like. If you want to help upper elementary, middle school, and high school readers, please tune in!

This episode explores the idea of teaching students with leveled books at their so-called instructional reading levels. For 70+ years, educators have been told that this was the key to optimum amounts of learning. This podcast challenges that idea.

"Experts" make lots of recommendations about how to teach oral reading or text reading fluency. One of those recommendations is that it is important to "model" oral reading for the students. The research is nearly silent on this issue, so what makes sense?