Linda Diamond has dedicated her career to teaching children to read, particularly those with word reading difficulties like dyslexia. A long-time partner of Collaborative Classroom, Linda co-founded the Consortium…
Although I learned about phonological awareness and phonemic awareness during my teacher preparation program, I didn’t truly put this knowledge into practice until I began my career as a special education teacher in the primary grades. I didn’t fully understand the connection between phonological and phonemic awareness skills and students’ reading development.
Words belong to everyone and no one. When we write, we’re taking a seat at the communal table—sharing a poem, arguing a point, telling a story, laughing and weeping, responding vociferously or reflecting on others’ contributions. Everyone deserves a place at the table.
As educators, we can all reflect on what we might have done differently over the past 18 months. While these reflections have value, the most urgent questions are…
Margie B. Gillis In our second installment of the blog series Structured Literacy: Unpacking Eight Key Questions for Transforming Reading Instruction and Outcomes for Readers, we’re honored to…
When we consider the reality of a class of incoming kindergarteners, we know that some students come struggling to form their letters and are insecure in most of their sounds. Meanwhile, others arrive ready for more complex phonetic and lexical knowledge, having figured out or been taught some of the systems of decoding English. Given the wide variations in students’ literacy development, “one-size-fits-all” phonics instruction is unlikely to succeed.