In the last episode, we examined the research on comprehension instruction and how it has changed. In this episode we are exploring the kinds of instruction that should count when it comes to teaching students to comprehend what they read. It gets into issues of knowledge, strategies, questioning routines, and language.

There is new research into how much reading comprehension student are receiving. To carry out such studies requires the researchers to define what they mean by comprehension instruction... and that's where it gets interesting. This first of a two-part podcast explores what it means to teach reading comprehension in the Science of Reading era.

Many children suffer from difficulties learning to read and sometimes these challenges take the form of disabilities. The question is should accommodations be provided to these students by replacing listening comprehension with reading comprehension, if we know they will have trouble decoding. This podcast considers the value of such accommodations when it comes to reading.

Should we be teaching syllabication? Some schemes for this are pretty time consuming. Is that kind of investment worthwhile? And, if we do teach students to break words into syllables what is the best way to do that and what should we teach them? This podcast will explore these issues.

This podcast explores the role that print awareness plays in learning to read. It sorts out the skills that matter from those that do not and explains how the essential ones can be best taught.

There is strong research that supports the idea of teaching students to recognize and use text structure to understand and remember the information from text. Accordingly, reading comprehension lessons often focus on teaching story structure and multiple expository text structures, too. But are those really always the best organizational plans to focus on. This podcast argues for some more content focused approaches.

For years, teachers were told to teach reading at children's "instructional levels." However, research has not been especially kind to this idea, showing either that this adjustment provides no benefit or that it actually is harmful. So teachers are increasingly trying to teach students to read with grade level text. This podcast provides some useful advice on how to do that successfully.

Recently, the press has exercised great influence over reading education reform. Radio documentaries have revealed the neglect of key aspects of reading instruction. Although journalists have often been criticized by educators for not knowing enough to determine how reading should be taught, this is not a reasonable demand -- journalists are responsible for identifying problems, not for solving them. However, one wonders if standard journalistic approaches may mislead. This podcast explores some of these problems.

School districts want higher test scores. Each year they promote programs of test preparation. Teachers are required to reduce the amount of reading instruction that they provide in the hopes that these efforts will make everybody look good whether the kids can read well or not. This podcast explores what it would take to end up with higher scores which reflect improved reading ability.

Each year, I identify regional, national, and international charities that support children's literacy. Only the highest rated charities are noted. This podcast identifies those charities, explains their good work, and points out how these organizations might help your schools and your children.