Selecting reading material for instructional purposes has always been a job I have enjoyed. In professional development with teachers (e.g., in LETRS®), the text readings we have preferred for analysis are linguistically challenging, thematically engaging, and somewhat provocative.

As a previous secondary and elementary principal, and elementary teacher, I understand firsthand the importance of helping every child learn to read proficiently, and how to intervene when children don’t have the literacy skills needed by third to fifth grades.

Writing is important in its own right but it’s also a powerful tool for the development of reading.

One of the most adventurous decisions of my professional career was moving to a middle school reading interventionist position after many years working primarily with elementary students.

Following the COVID-19 pandemic, educators are all too familiar with the fact that there has been clear learning loss among students across the nation.

Most people are familiar with the definition of fluency, sometimes called automaticity, when it comes to spoken language.