Blogs About Reading

Shanahan on Literacy

Timothy Shanahan

Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. All posts are reprinted with permission from Shanahan on Literacy.

June 23, 2020

Teacher question: You say that one-quarter or one-fifth of the reading instruction time should be spent on oral reading fluency. But I teach kindergarten and most of my kids can’t read, so fluency instruction doesn’t make any sense. What should I do instead? Shanahan's response:

June 16, 2020

Teacher question: Could you recommend a strong vocabulary curriculum that my school could adopt? Shanahan's response: Because I work with various companies, I never recommend particular programs.

June 12, 2020

Teacher question: I very much like your idea of teaching students to read with grade-level books. However, I’ve always taught with guided reading groups, trying to match my students to books that they can already read reasonably well. I don’t know how to go about what you are recommending. Help! Shanahan's response:

May 26, 2020

I’m in Chicago in the 10th week of pandemic confinement. Even in states that are opening up, the schools are still closed, and some may remain closed in the fall. One suspects that there may be future extended school closings as well as this insidious virus works its way through our communities. There is no research literature on education and pandemics.

May 21, 2020

Teacher question: I have read the work of researchers like Louisa Moats, Stanislas Dehaene, and Linnea Ehri and have an understanding of how reading works in the brain. I understand the critical role of connecting graphemes to phonemes. My question is what is the true role of the kinesthetic activities promoted in many intervention programs?

May 11, 2020

Teacher question: I attended your recent webinar and you said that students should figure out the meanings of words from context and that they needed to be able to deal with syntax. But I’ve also read that you are against the 3-cueing systems. Isn’t that a contradiction?

Pages

Reading intervention specialist working one-on-one with an elementary student struggling readers

Sign up for our free newsletters about reading

Subscribe to our blogs!      

Get the latest blog posts delivered automatically to your web page, blog or e-mail inbox.

Subscribe >

"What an astonishing thing a book is. It's a flat object made from a tree with flexible parts on which are imprinted lots of funny dark squiggles. But one glance at it and you're inside the mind of another person ..." —

Carl Sagan