The issue is less stuff vs. reading than it is a question of what sorts of and how much of stuff. When stuff dominates instructional time, warning flags should go up.
Spelling City - 9 views
Reading Rockets: The Six Ts of Effective Elementary Literacy Instruction - 7 views
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In less-effective classrooms, there is a lot of stuff going on for which no reliable evidence exists to support their use (e.g., test-preparation workbooks, copying vocabulary definitions from a dictionary, completing after-reading comprehension worksheets).
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In these classrooms, lower-achieving students spent their days with books they could successfully read.
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