Triple R Teaching

 070: In this episode I share the phonics skills we should teach by grade level. Do you agree with how I break it down?

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#069: What IS Orton-Gillingham anyway? Is it backed by research? What do critics have to say? We'll answer these questions and more in today's episode.

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G…

 #068: What does phonics have to do with comprehension? A lot! We lay it all out in this episode.

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067: Should we teach letter sounds before letter names? Do kids need to learn syllable division rules? We'll examine it all in this episode, the first in our new series about teaching phonics.

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066: Fountas and Pinnell claim that administrators need to prioritize ongoing professional learning for teachers. But what happens when these teachers find out that what they're learning contradicts …

065: Fountas and Pinnell tell us that no literacy program can take the place of a teacher's expertise. And they're right! But expertise comes from knowledge, and that knowledge is not innate. In this…

 Fountas and Pinnell are proud to describe their approach as responsive; rather than follow a script, they make observations and tailor their instruction to meet individual needs. They insinuate that…

 063: Fountas and Pinnell are steering clear of the label "balanced literacy." But should they? Do they deserve the label?

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 #062: Fountas and Pinnell caution against focusing "only on accuracy and decoding." If we do that, they say, students may not understand that what they read must make sense. But the science of readi…

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. …

 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…

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…

 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 i…

#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 …

#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…

#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 …

#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 …

#51: This past week Becky Spence and I shared a video workshop about the science of reading. Because of some technical difficulties, we weren't able to do our question and answer session live. Here a…