Tag Archives: reading

Brain Words: How the Science of Reading Informs Teaching by J. Richard Gentry and Gene P. Oullette

Far too many children are not learning to read well. New research about reading has not sufficiently informed teaching practices. In Brain Words: How the Science of Reading Informs Teaching, J. Richard Gentry and Gene P. Ouellette, expert reading researchers



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When Parents Teach Reading, Do They Also Promote Math Skills?

New research from England gives parents insight into the relationship between learning to read and learning to count. Continue reading



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Reader, Come Home: The Reading Brain in a Digital World by Maryanne Wolf

How often do you read in a deep and sustained way fully immersed, even transformed, by entering another person’s world?  In her newest book, Reader, Come Home: The Reading Brain in a Digital World,Maryanne Wolf cautions that, the way our



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The Best Way to Read? Paper vs. Screens

The “paper vs. screens” debate has a clear winner: in most circumstances, students understand better and learn more when they read from paper. Continue reading



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Once Upon a Digital Time…

A recent study suggests that 3- and 4-year old children understand as much, and learn as much vocabulary from, digital books as from read-alouds with adults. This study hasn’t been published–it was presented at a recent conference–so we can’t look



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Gender Differences in Dyslexia Diagnoses

It has long been true that men are diagnosed with dyslexia more often than women. This article (rather technical, by the way) offers one potential explanation: processing speed. What is processing speed? It’s an unusually straightforward concept in psychology. Imagine



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Debate: E-Readers and Reading Comprehension

[Editor’s note: Scott’s post is in response to this earlier article.] Most times when I get asked about the e-reader debate, it is usually not a sincere question from a person who does not already hold a strong opinion on the



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E-Readers and Reading Comprehension

The invaluable Daniel Willingham briefly reviews the literature, and concludes that — for the time being — students understand more when they read on paper than when they use e-readers. Willingham acknowledges that his review isn’t comprehensive. However, he’s recently written



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