iHeartLiteracy: Reading-Research Monday

Showing posts with label Reading-Research Monday. Show all posts

Tuesday, March 25, 2014

Humanized Animals May Disrupt Student Learning

Interesting findings came out today from Frontiers in Psychology. Apparently "anthropomorphized animals in books may not only lead to less learning but also influence children's conceptual knowledge of animals." So, students potentially learn less and form fewer connections when animals are anthropomorphized.

Well that stinks! Students LOVE anthropomorphized animals! There are so many great books and series that just wouldn't be the same with humans: I'm thinking of some of my favorite Elephant and Piggie books here.

And while it is important to take into account what this study found, it is also important to remember how these anthropomorphized animals hook our children and students into stories.

Perhaps this is a great example of why paired texts can play a large role in classrooms. Hook students with a walking, talking, singing Siamese cat, bring in some non-fiction on house cats or jungle cats, and finish with a well-rounded discussion on fiction vs. non-fiction and on fantasy vs. reality.

What are your thoughts on anthropomorphism or paired texts? Any suggestions? I'd love to hear them in the comments section.

animals in books may not only lead to less learning but also influence children’s conceptual knowledge of animals - See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf

Keywords: picture books, preschoolers, Learning, Animals, Anthropomorphism
Citation: Ganea PA, Canfield CF, Simons K and Chou T (2014). Do cavies talk?: The effect of anthropomorphic books on children's knowledge about animals. Front. Psychol. 5:283. doi: 10.3389/fpsyg.2014.00283
Received: 14 Nov 2013; Paper pending published: 10 Dec 2013;
Accepted: 17 Mar 2014.

Edited by:
Jessica S. Horst, University of Sussex, United Kingdom

Reviewed by:
Sandra R. Waxman, Northwestern University, USA
Megan Geerdts, Rutgers University, USA

Copyright: © 2014 Ganea, Canfield, Simons and Chou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Patricia A. Ganea, University of Toronto, Toronto, Canada, patricia.ganea@utoronto.ca

- See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf

Edited by:
Jessica S. Horst, University of Sussex, United Kingdom

Reviewed by:
Sandra R. Waxman, Northwestern University, USA
Megan Geerdts, Rutgers University, USA

- See more at: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00283/abstract#sthash.t6OeB5pQ.y8wPw5qY.dpuf

Monday, March 24, 2014

How Does Sleep Deprivation Affect Children?

Every testing season notes go home in newsletters, pamphlets are handed out to parents, and signs are posted in the hallways all promoting good health for better test results. "A good night's sleep" is at the top of almost every list I come across.

While it is true that a good night's sleep is important to preparing a child to do their best on a test, I wonder why these healthy habits are not enforced and recommended year-round. Sure, encouraging a full night of rest for all students before they perform on a high-stakes test might help the school average, but what about all of those sleep deprived nights before that? How did those less than optimal nights effect and impact students' learning throughout the year?

Well, here it is. Gathered from these sources (The Impact of Inadequate Sleep on Children's Daytime Cognitive Function; Center for Advancing Health; Sleep Deprivation: The 10 Most Profound Psychological Effects), here are the main symptoms and signs of sleep deprivation:

Resource Round-Up: May 7, 2013

Here are a few recent posts you might find interesting:

*I realize the infographs are LARGE for the website - but I figured that being able to actually read them was more important that staying in the lines today.

1. 18 Myths People Believe about Education: I can foresee some interesting debate about a couple of these...

2. Bring Food Education Back: Eating better (real) food equates to happier and healthier students are are ready and able to learn!

3. Dental Facts, Myths, and Oddities: A little knowledge about dental health is always good!

I'm just loving the infographs today - even if they are HUGE!

Monday, November 19, 2012

Reading Research Monday: Toxic vs. Positive Self Talk

One of our students was having a rough week last week, in his reading group. I volunteered to take the student out into the hall so we could talk and walk around a bit to cool off. Working with all ages of students from preschool through twelfth grade, I have encountered many reasons why kids break down: dad got a DUI, mom hasn’t been home for three days, a best-friend turned on a student, someone is bullying, a dog died, grandma is in the hospital, it’s just a bad day… the list goes on and on. I knew the first grader I was working with had difficulty with his parents and I was expecting to hear his usual, “My mom was being mean.” I wasn’t prepared for his reasoning this time. When I asked him what was wrong, he turned and looked at me straight in the eyes and yelled, “I’m a jerk!” He kept repeating it, “I’m a jerk! I’m just a jerk! There’s nothing I can do about it! I’m a jerk!”

Reading Research Monday: The Positive Effects of Preschool

This recent Planet Money story on NPR instantly caught my attention: Why Preschool Can Save the World. The episode discusses “decades-long studies that found preschool made a huge difference in the lives of poor children. And [they speak with] a Nobel prize-winning economist who says that spending public money on preschool produces a huge return on investment.”

Reading Research Monday: Parents' Influence on Student Performance

Today's Reading Research Monday isn't directly related to reading. It is related to school in general, but implications for improving reading ability can be easily inferred.

Research

Published in the journal Research in Social Stratification and Mobility on September 5, 2012, Does Capital at Home Matter More than Capital at School?: Social Capital Effects on Academic Achievement examines how parents influence student performance. The study analyzes results from 10,000 12th graders.

Co-authors Dr. Toby Parcel, Dr. Mikaela Dufur, and Ph.D. student Kelly Troutman found that parents have more influence over student success than schools do. Parcel summarizes their findings by stating:

The effort that parents are putting in at home in terms of checking homework, reinforcing the importance of school, and stressing the importance of academic achievement is ultimately very important to their children's academic achievement.

This new study is supported by many other sources including: Pamela E Davis-Kean's The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment, and the Michigan Department of Education's What Research says about Parent Involvement in Children's Education in Relation to Academic Achievement.

Reading Research Monday: Phonics Phones

When students, especially young students, read they often are so focused on decoding words and comprehending what they’ve read that they don’t have a good idea of what they actually sound like when they are reading. Struggling readers might not know how long it takes them to sound out a word or that the sound they are actually saying out loud isn’t the sound they think they are saying. One way to help with this issue is by using Phonics Phones (sometimes called Whisper Phones).

Reading Research Monday: The Effects of Student Choice

The Positive Effects of Choice

Multiple studies from a variety sources specifically examine student choice as it relates to reading. From these studies, many positive effects of choice are seen.

The March/April 2010 issue of Adolescent Literacy in Perspective discusses how providing students choice in reading gives them:

A sense of control
A sense of purpose
A sense of competence

A study of sixth graders by Kelly Peirpont from the University of Dayton comes to similar conclusions in The Effects of Student Choice on Reading Attitude and Comprehension. Through qualitative and quantitative data, Peirpont finds that with choice:

Reading Research Monday: Children's Literature Preferences

Broad Patterns in Preferences

The International Reading Association's research on Children's Literature revealed several broad patterns in children's preferences. Ultimately, younger children like:

Narrative Forms
Lively Action
Humor
Nonsense

These preference hold true in the lower elementary grades. However, research shows that reading interests between the genders begin to split in the upper elementary grades.

Gender Preferences

According to an article in The Reading Teacher, upper elementary males prefer:

Enticing book covers (they do judge a book by its cover)
Series books by a favorite author

Particularly fantasy and realistic fiction

Books where a main character goes through a series of situations or where the book spans a long time
Informational books with illustrations and shorter passages
Graphic novels and graphic nonfiction

The top five most popular categories for females in upper elementary as researched by the American Association of School Librarians are:

Animals
Science
Literature
Sports
Biography

The AASL found that females enjoy leisurely reading more than males and that females also enjoy a wide range of books, showing much individual preference.

Regardless of age, teachers should choose books that fall under broad preferences for read-alouds to interest as many students as possible. However, independent or small group reading should be tailored to students' individual interests to help build intrinsic motivation for reading.

Middle School and High School

As students age, two main trends become apparent. First, the number of students who say they read for enjoyment declines. Second, students reading preferences become highly individualized.

These two factors can make it difficult for teachers to find texts that engage students and motivate them to read. Ultimately, teachers (and parents) need to get to know their students so they can help recommend books that will be of high interest to them. Utilize school and local librarians to help make book-student matches. Students are not opposed to reading when they find books that they like.

What broad preferences do you see amongst your students or children? What specific books or authors can your kids not put down?

Monday, August 27, 2012

Reading Research Monday: Exercise and Reading Achievement

Overview

With No Child Left Behind's push for increased test scores and the mandate of a 100% proficiency rate in all tested academic subjects by the 2013-2014 school year, many districts have been sacrificing physical education and recess to increase time in their limited schedules for expanded math and reading instruction. The results of these practices have been mixed. Certainly increasing the time a child spends on a given subject will offer more opportunities to learn, but at what cost? Is removing exercise and play an effective way to improve test scores?

Research Findings

As this rising trend of sacrificing physical activity and movement continues, an increasing amount of research is being conducted on the topic, but more is still needed. However, the current research available shows the positive effects of exercise and play on academic achievement.

In the research journal Education Policy Analysis Archives, Dagli's 2012 study "Recess and Reading Achievement of Early Childhood Students in Public Schools" compares the amount of time spent at recess and the frequency of recess with reading achievement in kindergarteners. While there are some mixed results, the study finds that students who have recess three days a week for over forty-five minutes (broken up into three or more sessions) have the highest reading scores. Dagli also suggests that students who are "exposed to both academic tasks and recess seem to do better than those who may be exposed to uninterrupted" academic tasks. Dagli concludes that "providing daily and longer than 15 minutes [of] recess for students does not hurt their reading scores, nor does eliminating recess increase their reading scores."

A 2009 study led by Charles Hillman and published in ScienceDaily tests whether a single session of moderate exercise can increase student performance. This is done by comparing results of students after resting for 20 minutes verses walking for 20 minutes. The study finds "a positive outcome linking physical activity, attention and academic achievement" in the three areas tested: reading, math, and spelling. The correlation between physical activity and achievement is largest in reading comprehension. However, this can be due to the fact that the reading test was administered first. Regardless, a positive correlation is seen in all tested areas. This shows a positive relationship between student achievement and exercise.

Another 2009 study titled "Active Education: Physical Education, Physical Activity and Academic Performance" from Active Living Research finds that:

Physically active and fit children tend to have better academic achievement, better school attendance and fewer disciplinary problems.
Allocating time for daily physical education does not hurt academic performance, and regular exercise may improve students’ concentration and cognitive functioning.
In some cases, more time in physical education leads to improved grades and standardized test scores.
Physical activity breaks can improve cognitive performance and classroom behavior.

Conclusion

From Dagli's research educators can see that eliminating recess and thus spending more time on academic subjects does not increase students reading skills. This could be partially due to what activities actually take place in that extra time, and it could also be due to students' waning attentions spans when they receive no break from academics.

While Dagli focuses on recess, Hillman's study centered on exercise revealing that a positive correlation between increased reading, math, and spelling scores and exercise. Similarly, an analysis of studies from Active Living Research finds that physical activity can increase academic achievement, cognitive performance, and improve classroom behavior.

While teachers, parents, and even some administrators may not be able to change the amount or frequency of recess and physical education, they can support children by providing them with opportunists to exercise or at least move more throughout the day. Take a one minute "brain break" where students stand, stretch, and walk around a bit. Have students stand and even dance as they sing the ABCs in early elementary grades or "De Colores" in Spanish class. Get creative and get students moving.

Monday, August 20, 2012

Reading Research Monday: How Early Literacy Skills Are Indicators of Future Reading and Writing Performance

Overview

Early literacy skills not only consist of the five essential components of reading, but of other, more foundational skills as well. These other skills include print awareness, print motivation, readiness, and narrative abilities. It is important for teachers and parents to be aware of these skills as they are necessary for building proficient and able readers. While all of these skills are important, several are strong predictors of later reading outcomes. This means if a student is proficient in these skills in preschool and kindergarten, then he is likely to be proficient in his reading and writing abilities as he ages. However, the opposite holds true. If a child struggles with one or more of these predictors, it is likely that she will struggle later on as well.

Knowing which early literacy skills are strong indicators for later reading success is crucial. The earlier teachers and parents can create interventions for a child to build his early literacy skills, the more likely he will be able to become proficient in the necessary skills.

Research Findings

In Predictive Validity of Early Literacy Indicators for Middle of Kindergarten to Second Grade by Burke, et al. (2009) correlations were found between kindergarten phonological awareness and first grade reading skills. The study stressed the importance of monitoring phonological awareness in the very early grades (preschool and kindergarten), as poor performance indicates that interventions are needed. If these low performing students can be targeted for specific interventions, then the issue can be corrected and "the word-reading problems as well as the poor reading trajectories typified by older struggling readers can be prevented."

Developing Early Literacy Skills: Report of the National Early Literacy Panel also examines early indicators by focusing on how children's skills and abilities are linked to later literacy outcomes in chapter two. The NELP found that literacy skills "measured when children were in kindergarten or earlier... were substantially related to measures of decoding that were obtained when children were in kindergarten or later. The NELP found three interesting correlations in preschool and kindergarten aged children:

Reading readiness and concepts of print were most correlated to later reading comprehension abilities.
Current spelling abilities, including invented spelling and decoding, were most correlated to later spelling abilities.
Decoding non-words was most correlated to later decoding real word abilities.

The University of Oregon's Center on Teaching and Learning also adds letter naming fluency to the list of strong predictors. In its discussion of DIBELS: Letter Naming Fluency the CTL emphasizes that this skill is "highly predictive of later reading success." However, the CTL is quick to point out that directly increasing a student's letter naming fluency ability does not improve his reading outcomes. Rather, letter naming fluency is an indicator that a student, "may require additional instructional support."

This doesn't take away from the fact that letter naming fluency is good predictor of later reading outcomes. It is. And it is also important to remember that the link between letter naming fluency and later reading success is a correlation, not a causation. The reason it correlates so well is still unknown, but some believe it is due to other influences like parental involvement building pre-reading skills before a child enters school.

Conclusions

For parents and teachers it is important to foster a rich learning environment that develops students' early reading skills. It is also important to monitor how those skills progress and to intervene early if adequate progress is not being made. In Examination of the Predictive Validity of Preschool Early Literacy Skills Missall, et al. (2007) stresses that "many early indicators are sensitive to growth in preschool and kindergarten." Burke, et al. supports this by stating that "kindergarten is where a prevention-oriented approach... can have the most impact."

Essentially this means that if students lack the skills they need, it is much more effective to start interventions immediately while the gap between their skills and where their skills should be is relatively small. If intervention is postponed, then low performing students' skills will remain low while their peers' skills keep increasing. Remember that standards are a moving target - they increase as students age. If a student starts interventions in kindergarten, the standard she needs to meet is lower than if those interventions were started a year later when she enters first grade. With each passing year (or month even) the gap between low performing students and their on-level peers widens. It is essential to start interventions early.

Friday, August 17, 2012

Next Reading-Research Monday!

This coming Monday's topic: How Early Literacy Skills Are Indicators of Future Reading and Writing Performance.

Make sure to stop by and check it out!

Monday, August 13, 2012

Reading-Research Monday: The Current State of Reading in America

Overview

According to the Center on Education Policy's AYP Results for 2010-2011 - May 2012 Update, 49% of all public schools did not meet adequate yearly progress on state testing. The No Child Left Behind Law and the subsequent national high-stakes testing that was ushered in under it is cause for much debate. However, whether you are pro or anti NCLB, that fact that nearly half of the nation's public schools are not meeting standard should at least make educators pause to reflect.

Source: Center for Education Policy (AP)

In 24 states and in the District of Columbia, 50% or more of their schools did not make AYP in 2011. This is twice as many as in 2010. The state of Florida brings in the most disappointing statistic with 89% of its schools not making AYP.

The fact that these schools did not make AYP is not necessarily due to poor reading scores. Low scores in mathematics, reading, or a combination of both caused these schools to drop below what is acceptable student progress. However, when examining long term data, trends in students' reading abilities can be seen.

Findings for Reading

From The Nation's Report Card, the 2011 National Assessment of Educational Progress shows that fourth grade average reading scores have stayed the same for the last four years of testing data. Since 2007, fourth grade scores have stayed constant and had an overall improvement of two points since 2002. With regard to eighth grade reading score averages, the trend shows nudging up or down a point each testing year and only rising one point overall from 2002 to 2011.

The NAEP also examined trends in reading instruction. Classroom time spent on language arts in fourth grade has stayed roughly the same between 2005 and 2011, with the majority of students receiving at least seven hours of instruction each week. By eighth grade this time dropped to the majority of students receiving 3-6.9 hours of language arts instruction each week.

Statistics for fourth grade also showed a slight increase in the number of pages a student reads in class or for homework each day. However, 20% of fourth grades read 5 or fewer pages for school each day. This increases to 28% when looking at eighth grade statistics. Percentages for how often students read for fun stayed similar within their grade levels over the 2005-2011 statistics. However, 46% of fourth graders reported reading for fun almost every day while only 19% of eighth graders reported the same.

Conclusion

Fewer and fewer schools are meeting adequate yearly progress for both math and reading related reasons. Over the past decade, reading test scores for fourth and eighth grade students have shown little to no improvement. Few if any gains have been seen in the number of pages students read for school related activities or for pleasure. Additionally, students are less likely to read for fun as they age and less instructional time is devoted to language arts in higher grade levels.

With these dwindling opportunities to read, write, and interact with specific literacy activities and strategies in academic or personal settings, it is no wonder students' scores are not improving.

Monday, August 6, 2012

Reading-Research Monday: Reading Comprehension Difficulties: Where Do They Come From?

Comprehension

Since the purpose of reading is to gain meaning from texts, comprehension is essential to the act of reading. If someone can read every word but lacks understanding after he has finished a passage, few would call that real reading. Whether it is for pleasure or for academic learning, comprehending what is read is a vital component to the reading process. However, this is an area where many struggle.

Comprehension Difficulties: The Usual Suspects

When a person struggles to comprehend texts, his ability to decode words and his vocabulary (or more precisely his lack of those skills) are often the first to be blamed. It is true that insufficient decoding skills and a poor vocabulary create comprehension troubles. Certain groups of students encounter these types of comprehension difficulties more than others. For example, Joan Sedita points out in Effective Vocabulary Instruction that students with limited or no knowledge of English, students who do not read outside of school, students with reading and learning disabilities, and students who enter school with limited vocabulary and reading skills have a more difficult time building their vocabularies. Since vocabulary and comprehension are related, this puts those students at a direct disadvantage.

While decoding and vocabulary issues can be the cause of reading comprehension problems, they are not the only reasons, and others often go over looked.

Comprehension Difficulties: Other Reasons

Published through the Learning Research and Development Center at the University of Pittsburgh, Isabel L. Beck's Five Problems with Children's Comprehension in the Primary Grades highlights both decoding skills (word attack) and vocabulary skills (word meaning) as sources of comprehension problems. However, Beck also discusses three other areas:

Fluency

Comprehension is impeded by halted, non-automatic, monotone, and/or hesitated reading

Syntactic Structures

While most students understand the syntactic structures present in oral language, the cues and contexts they use when speaking with another person are not inherently present in print

Background Knowledge

Students may lack the schema necessary to fully understand a given passage; this can particularly be seen when children encounter unfamiliar names and are not able to connect that it is a person doing the specific action

Nell K. Duke of Michigan State University presented Comprehension Difficulties at the Center for the Improvement of Early Reading Achievement's Summer Institute. Duke's presentation confirms Beck's conclusions while also adding in other possibilities for reading comprehension difficulties including:

Poor Short-Term and/or Working Memory
Difficulties with Oral Language

Speech and Language Impairments
Limited English Proficiency

Difficulties with Written Language
Lack of Reading Engagement
Lack or Poor Use of Strategies

Comprehension Related
Word Attack Related

Self-Regulatory Issues

Lack of Metacognition

In all of the above examples, meaning of the text is lost as students struggle to form an understanding.

It is essential that teachers not only recognize reading comprehension difficulties in students, but teachers also need to understand that these difficulties can stem from different places. One blanket approach to increasing reading comprehension will not work. Specific interventions need to be chosen to meet students' needs.

Friday, August 3, 2012

Next Reading-Research Monday

Be sure to check out Reading-Research Monday.

Next Monday's topic: Comprehension Difficulties - Where Do They Come From?

Monday, July 30, 2012

Reading-Research Monday: Reading + Math = Learning

Reading and Math. Many assume that these two subjects are polar opposites—that someone is either a reading person or math minded, but that doesn’t need to be the case, and teachers’ instructional strategies shouldn’t be limited by this assumption.

Reading + Math = Learning

In the paper “A Review and an Update on Using Children’s Literature to Teach Mathematics” published in 2008, author June Gatsón discusses how literature can be used to teach math. In her review, Gatsón found that when teachers use literature as a connection to and a resource for their mathematics instruction, students become more interested and motivated, develop better critical thinking and problem solving skills, are able to see connections between math and their lives, and are able to recognize that math is a life-long tool.

Gatsón cites Welchman-Tischler (1992) when she lists seven ways to implement literature into mathematics lessons:

To provide a context or model for an activity with mathematical content
To introduce manipulatives that will be used in varied ways (not necessarily as in the story)
To inspire a creative mathematics experience for children
To pose an interesting problem
To prepare for a mathematics concept or skill
To develop or explain a mathematics concept or skill
To review a mathematics concept or skill

While this list does provide a foundation for how to implement a math-reading instructional strategy, it still remains somewhat abstract. To give more concrete and reproducible ideas, Gatsón provides links to the following websites as resources for teachers interested in using reading as an instructional tool when teaching math:

Website	Description
http://sci.tamucc.edu/~eyoung/literature.html	Comprehensive list of books divided by category (fractions, add & subtract, Geometry, etc.) and by grade level
http://illuminations.nctm.org/LessonDetail.aspx?ID=U83	Three lessons that illustrate how literature and mathematics instruction can be connected
http://www.k-state.edu/smartbooks/	Broad list of lesson plans broken down by grade level or math strand
http://www.readwritethink.org/student_mat/index.asp	Story mapping technology to create math stories

The books teachers use do not have to be math concept books or even directly related to mathematics. These types of books obviously can be very helpful when relating math and reading since the content of the book clearly links the two together. However, any book can be used. Is there a book all students are reading? A book they all love? A book they can’t stop talking about. Teachers can use these popular stories as a background for mathematics instruction. For example, it would be easy to make a mathematical story problems based on important events in the book.

For additional strategies and for lists of resources, five more websites are listed below.

Website	Description
http://www.readingrecovery.org/pdf/conferences/nc05/handouts/barnes_using_reading_and_writing.pdf	A PowerPoint presentation in a pdf file that demonstrates how to use reading and writing strategies to solve math problems
http://www.mathsolutions.com/index.cfm?page=wp10&crid=154&contentid=652	Discusses effective math instruction using children’s literature in a Q&A format
http://teacher.scholastic.com/reading/bestpractices/pdfs/amandabean_lesson.pdf	A sample lesson plan from scholastic
http://www.educationworld.com/a_curr/curr249.shtml	Provides an overview and advice for starting literature-based mathematics lessons
http://fcit.usf.edu/math/resource/bib.html	Books listed by math strand with ideas for instruction listed next to each book

Math and reading do not need to be separated. And in fact, when used in combination with one another, positive results are seen in student achievement.

What do you think? Do you or have you used reading in your math lessons? Would you ever try it?

Wednesday, July 25, 2012

Reading-Research Mondays

A new, reoccurring post will start next Monday, July 30th: Reading-Research Monday! Every week, a topic related to scientifically-based reading research will be explored.

This coming Monday's topic: Reading + Math = Learning

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Tuesday, March 25, 2014

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Monday, March 24, 2014

Tuesday, May 7, 2013

Monday, November 19, 2012

Monday, October 29, 2012

Monday, October 15, 2012

Research

Monday, October 1, 2012

Monday, September 10, 2012

The Positive Effects of Choice

Monday, September 3, 2012

Broad Patterns in Preferences

Gender Preferences

Middle School and High School

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Monday, August 27, 2012

Overview

Research Findings

Conclusion

Monday, August 20, 2012

Overview

Research Findings

Conclusions

Friday, August 17, 2012

Monday, August 13, 2012

Overview

Findings for Reading

Conclusion

Monday, August 6, 2012

Comprehension

Comprehension Difficulties: The Usual Suspects

Comprehension Difficulties: Other Reasons

Friday, August 3, 2012

Be sure to check out Reading-Research Monday.

Monday, July 30, 2012

Wednesday, July 25, 2012