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.

This podcast explains the three-cueing approach and why it is not a good idea for instruction. But several states have passed laws or formulated regulations prohibiting the practice. Is that a good idea? Tune in to find out the answer to that question.

Research continues to accumulate indicating that digital text is not comprehended as well as paper text, and some studies suggest that the use of digital texts with kids may stunt their comprehension ability. This podcast explores those studies and draws a surprising conclusion.

This podcast responds to a teacher's question concerning the need to teach older students to read fluently. It explains why fluency matters at those levels and why fewer and fewer students require fluency instruction each year.

These days teachers are being encouraged to teach with complex or challenging text. This often means teaching students to read (or to learn science or social studies) from grade level texts far above students' reading levels. In the past teachers were taught to change books so students could work at their reading level. This podcast explains how that can be made to work.

The ability to identify the letters is one of the best predictors of later reading ability. That makes it a valuable tool for helping to identify which children are likely to struggle with reading. But why is that? This podcast explores what is known about the role of letter names in the learning to read. (This podcast includes a misinterpretation of a study by Byrne and Fielding-Barnsley. I assumed that when they introduced letters into their PA intervention that they named the letters. I was incorrect in that assumption as Christopher Such pointed out on my website and in social media. That means that there is no evidence that teaching letter names improves reading achievement (though including plastic letters in PA instruction was positive). There is also no evidence that students are benefited by not teaching letter names or that it is better to only introduce sounds for letters than for names. That means I still side with theories that argue for spending a small amount of time teaching letters, but unlike what is incorrectly claimed in this podcast there is still NO direct evidence supporting that belief. This note was added on September 30, 2024).

It makes sense that giving students lots of time at school to read independently, right? This podcast explores that idea and reveals why it isn't the way to go.