Shanahan on Literacy

Children on the autism spectrum (ASD) present some interesting challenges when it comes to reading instruction. Part 1 of this series considered the difficulties that these children may have with decoding -- despite the fact that there are a surprising number who have hyperlexia, especially good decoding ability. However, most of these students struggle more with comprehension than decoding and this podcast explores what their comprehension problems tend to be and how they might be addressed.

More and more kids are diagnosed as being on the autism spectrum and this challenge has important consequences for learning to read. This podcast explores the implications this has for teaching reading -- both to kids on the spectrum and to everyone else.

These days there is much interest in reading fluency as educators have become aware of the important contribution it makes to reading proficiency. However, writing fluency is not accorded the same attention -- undermining writing development and what it can contribute to learning to read. This podcast explores writing fluency -- what it is, why it matters, and most importantly how to teach it successfully.

This podcast explores a series of question about sight vocabulary, its role in reading development, and how it is best dealt with in the classroom.

This podcast explores the relationship between phonics teaching and morphology instruction. Some authorities suggest that morphology should replace phonics, while others see it as a supplement to phonics that should be delayed until decoding is well in hand.

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.

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.

This podcast explores a parent's homework complaint. Her first grader is to do a 1-minute read each evening, and parents are to time it and calculate words correct per minute. Is this a good idea or something more nefarious? Tune in and find out.

Usually reading seatwork is work aimed at keeping kids busy rather than teaching them. This podcast suggests some ways to make seatwork a plus rather than a minus when it comes to reading achievement.

With all of the emphasis these days on a "science of reading," is there any place for the idea of an "art of teaching?" This presentation explains the role that these two sources of success play and how they may work together.

There are arguments in reading circles about the best way to teach phonics -- should the focus be on decoding from print to speech (like someone sounding out a word) or from speech to print (like someone trying to spell). This podcast will explore the evidence on both sides.

This podcast explores the value of teaching students to read the graphics in content area texts. Although pictures can distract from the word reading of young children, as they confront more complex texts they will need to learn how to interpret the graphics and this podcast suggests how that might be accomplished.

This podcast provides answers to frequently asked questions about fluency instruction. It considers why we teach fluency, how we can teach it effectively, the kinds of books to use, how to match kids for paired reading, how fluent kids need to be, how much fluency instruction to provide. If you want some quick advice on how to teach fluency this is the podcast for you.

Research shows that students are best taught with challenging texts -- texts that in the past would have been deemed "frustration level" and eschewed for instruction. Teaching with grade level texts ensures that students will reach the levels of literacy needed for full participation in society. Teaching with grade levels texts makes sense, but what do we do with students who already can read grade level or higher texts? This podcasts provides some suggestions.

Many school districts are considering going to a 4-day school week. This would help solve their problem in getting substitutes, reduce lunch program costs, and make many of their employees happy. But what will it do to reading achievement? This podcast explores the research on instructional time and 4-day school weeks.

Many phonics proponents claim that the best way to teach phonics is multi-sensorilly with tracing and similar activities. This podcast reveals what research studies have to say about those claims.

This episode considers the value -- and limitations of using choral reading in the teaching of oral reading fluency.

This "blast from the past" revisits -- revises -- a blog posting from 2018. This podcast explains what the research has to say about teaching with decodable text. The idea of teaching students with decodables is a hot topic in reading education these days. Find out what research has to say about these materials and what they contribute to learning to read -- if anything. You might be surprised at what the "science of reading" has to say about this practice.

Recently, several organizations have started evaluating reading programs. These ratings are getting a lot of attention from school districts around the nation, but how good are they and how should they be used? This podcast will explore those issues and provide some recommendations.

Most reading interventions for older students fail. One reason for this is that they tend to focus on raising general reading achievement, instead of putting the major emphasis on helping those students to develop the reading abilities that would allow them to succeed. Think pre-remediation rather than remediation.

These days there is a great deal of interest in controlling classroom reading instruction. One approach to this is to require "fidelity" of program use. What does fidelity mean and will it improve reading achievement? This podcast explores those issues and suggests ways that programs can be used and adjusted for maximum success.

This podcast explores how classroom reading instruction is best organized -- whole class or small group? The tendency has been to promote small group instruction over all other considerations -- an approach that is not often very successful. Find out why.

This podcast explores the role that guided reading should play in reading instruction and how best to support students during such reading experiences.

This podcast explores the idea of teaching students to read at their instructional level. It explains why this is not such a good idea beyond beginning readers.

These days there is a big push to emphasize knowledge in reading programs. This has led to welcome increases in emphasis on social studies and science texts in reading. But what about literature? Is there anything to be learned from stories and poems that would count as knowledge in this new regime? This podcast will explore that issue and provide some guidance to teachers on the matter.

This episode explores the value of professional development for improving reading achievement. Some school districts are investing heavily in very expensive professional development programs in the hopes these will raise reading achievement.

Teachers are often told that differentiation in instruction is important and in reading that tends to mean multiple groups of kids being taught different things. Is that a good idea for phonics? Why or Why not? This episode will answer those questions.

School administrators often believe that students can be evaluated on the individual reading comprehension standards and they push teachers to teach and assess these individually. The research suggests that such efforts won't work.

Teachers are often told to teach comprehension strategies, but what if many of the strategies that are recommended only incidentally address comprehension? Learn to distinguish comprehension strategies form study skills.

This blog entry explores the three ways that teachers can teach their students about the relationships that exist between reading and writing.

These days people are claiming that brain science has proven that phonics instruction is the way to go. However, brain science doesn't work that way. This podcast will explore what it is and isn't that brain science can tell us about reading instruction -- and what a safer bet would be to getting things right.

A teacher asks about the benefits of phonics in the upper grades and this podcasts provides an exploration of the research on this issue along with practical advice on how best to meet students learning needs in reading.

This podcast replies to a teacher's question that asks about the proper sequence to teach the alphabet and phonics skills. It explores what research has to say about sequence and whether it matters and provides some specific criteria to consider in selecting or constructing curricula. You can read a transcription of this podcast and reader comments here: Shanahan on Literacy Blog.

Each year, Shanahanonliteracy.com presents a list of the highest rated literacy charities in the U.S. and Canada. These charities distribute books, make electronic resources available, and support literacy instruction in a variety of ways and to a variety of needy children. The list is useful in that it encourages giving to the best of the national/international literacy charities, shows the range of resources avalable, and reveals some possibilities for your schools.

State standards and state tests emphasize the importance of "main idea" in reading instruction. Many schools (and commercial programs) in response to this try to teach main idea by having students read texts and answer main idea questions. However, that neither improves students' ability to answer such questions or reading comprehension. This podcast explains why and provides practical advice about what kinds of teaching students should receive concerning the main idea. Listen to this podcast and you'll find out why the main idea is not the main idea when it comes to teaching reading comprehension.

This podcast explores the research on phonics teaching to English Learners and concludes that such instruction is important. However, ELs are more likely to struggle with language than decoding, so both decoding and language interventions need to be available to all children.READ MORE: Shanahan On Literacy Blog

This podcast considers whether teachers should attempt to teach sight vocabulary, and if so, how is that best accomplished. READ MORE: Shanahan On Literacy Blog