Rather than writing like an adult, children should be encouraged to write at their developmental level. When this happens, children feel more empowered to take risks and experiment with written language.

Children first need our guidance to build a foundation that then can be deepened with play exploration. So how about playful instruction with planful play guiding our preK implementation?

A short-term intervention like REWARDS can provide long-term effects building student confidence as they warm up to the idea of “reading to learn.” Take a look into why such an intervention would be positively impactful.

The science of reading is irrefutable and can light our path. There is no room for escapism or egotism in education, especially when we are dealing with the mind and future of a child. Taking time to evaluate where we are as teachers of reading is key to taking the next step in our journey to sound literacy instruction.

The science of reading is irrefutable and can light our path. There is no room for escapism or egotism in education, especially when we are dealing with the mind and future of a child. Taking time to evaluate where we are as teachers of reading is key to taking the next step in our journey to sound literacy instruction.

Comprehending written text is an essential life skill. Because of its importance, school personnel need to understand which reading skills are critical to the development of reading comprehension.