061: Fountas and Pinnell aren't moving when it comes to decodable books. They believe these books are contrived and that decodable books teach children that their reading doesn't have to make sense. But decodable books are exactly what our beginning readers SHOULD be reading. Here's why.

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 For Fountas and Pinnell, guided reading is the key piece of the reading block. But there are some problems with the guided reading approach in K-2.

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059: No one likes to admit they're teaching kids to guess at words, but that's exactly what's happening when we teach beginning readers to use three-cueing. This short episode explains the connection.

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058: Despite the lack of evidence for three-cueing, Fountas and Pinnell aren't budging. In this episode I respond to their recent blog post in which they claim that we must help students use multiple sources of information to solve words.

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 057: Fountas and Pinnell tell us they're staying out of the current debate about teaching reading because it isn't productive. But there ARE safe, sane places to discuss the current research. Tune in to learn more!

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#056: Fountas and Pinnell are big names in the field of literacy education. But for years they've been accused of advocating methods that do not align with reading research. Fountas and Pinnell have finally responded to this criticism in a 10-part blog series called "Just to Clarify." This episode is the introduction to a 10-part series in which I respond to their blogs, one by one. It's my first "reaction" series, and I'm excited! I hope you are too.

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#055: We've learned that teaching students to memorize sight words as wholes isn't the way to go. But what should we do instead? This episode will walk you through a simple process for teaching sight words.

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#054: There's a lot of misinformation out there about teaching sight words. In this episode, we boil it down to the MOST important thing to get right.

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#053: Should we use the Dolch grade-level lists to help us decide which sight words to teach? Should we teach our students to memorize sight words as wholes? And should beginning reading instruction START with sight words? Get answers to these questions and more as we look at common misconceptions surrounding the teaching of sight words.

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#052: What should you do with all your leveled books? Is there any place for them in a science of reading classroom? What should you do when students just can't master their short vowel sounds? When do you move on? And what about assessing struggling readers? Should you use Fountas & Pinnell's benchmark assessment to find their reading level? Get answers to these questions and more in this science of reading Q & A episode! 

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