This article delves into the debate between natural phonics and whole language methods in K12 education, analyzing parents’ concerns and the importance of balanced strategies for teaching reading effectively.
Literacy education
Building the Future of Reading: The Role of Teachers in Text Complexity Research
This article delves into the significance of teachers’ involvement in text complexity research for reading comprehension, emphasizing how their expertise can optimize K-12 education.
Initial Teaching Alphabet: A Tool for Literacy or a Barrier to Spelling Mastery?
The Initial Teaching Alphabet (ITA) was a mid-20th-century innovation in pedagogy that aimed to simplify reading for beginners. However, its long-term impact on students’ spelling skills is controversial.
The Lasting Impact of ITA: How a 70s Educational Experiment Shaped Spelling Skills
This article examines the ITA (Initial Teaching Alphabet) method and its impact on spelling skills, reflecting on its use in the 70s and the long-term effects on learners.
The Legacy of the Initial Teaching Alphabet: A Reflection on Spelling Challenges in 1970s Education
This article examines the Initial Teaching Alphabet (ITA), a 70s educational trend, exploring how its early-reading benefits inadvertently led to long-term spelling challenges.
Reading Education’s Frontier: Join Our Research on Text Complexity
We invite elementary and middle school teachers to volunteer for a reading comprehension research project. Your insights on text complexity will help bridge theory and practice in K–12 education.
Beyond AR Points: Cultivating Genuine Reading Comprehension and Passion
Discover how to move beyond the limitations of AR Points systems with free alternatives that promote genuine reading comprehension and lasting enthusiasm for books.
