Monthly Archives: October 2018

Reading speed does matter, but it probably doesn’t matter as much as accuracy or comprehension, which are also critical aspects of the umbrella term “fluency.” Even the best readers will slow down their pace when faced with either densely packed … Continue reading →

The word fluency is often applied to the speed that readers read. While the speed at which a person reads matters to some extent, fluency encompasses much more, such as intonation and cadence. Fluency has a lot to do with obeying … Continue reading →

Vocabulary is an interesting part of the Big Five Components for Literacy because it can be considered in multiple ways and can be taught in just as many.  No matter what you think of it or how you teach it, there’s no … Continue reading →

Oh boy, this is going to a long post!  (Fair warning) Phonics, in its simplest definition, means a way to teach reading by mapping sounds to letters or combinations of letters in order to decode words. Using this definition, the … Continue reading →

I’ve already discussed Phonemic Awareness on the blog posts I’ve created this Dyslexia Awareness Month but it’s such a big deal that it’s worth another look. I also already posted the best resource I’ve ever seen for that, but you … Continue reading →

Print Awareness is exactly what it sounds like, an awareness of print being one of the modes for transmitting information from one person to another. One of the factors that experts like to cite about the potential for reading success in … Continue reading →

Essential Components of Reading The information in this article, along with its accompanying graphics, go a long way to explain what is necessary for optimum results in reading instruction. Unfortunately, the folks at Reading Naturally have forgotten what I feel … Continue reading →

What a great word! The Japanese coined this to explain the phenomenon that readers don’t always read all the books they own. Another author named this the ‘antilibrary,’ which doesn’t sound like such a good thing. The New York Times … Continue reading →

As if parents of struggling learners didn’t have enough to worry about, here’s another term to become familiar with: Stealth Dyslexia.  I linked a page to my FB page today about this term.  The page I linked there, from Understood, explains … Continue reading →

Over these past few days I’ve been talking about how dyslexic kids have lots of great strengths.  Very often, they are amazing with their visualization skills.  They are often very savvy with tools too–able to fix things or make them … Continue reading →