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Virginia Glatzer

what the research says - 0 views

www.whattheresearchsays.net

blog blogging

shared by Virginia Glatzer on 21 Dec 11 - No Cached
  • Virginia Glatzer on 21 Dec 11
     
    early literacy research distilled for educators
Christina Reed

Carnegie Corporation of New York: Time to Act - 0 views

carnegie.org/...time-to-act

literacy adolescent literacy vocabulary research

shared by Christina Reed on 03 Jul 12 - Cached
  • Christina Reed on 03 Jul 12
     
    "Time to Act" - Carnegie Reports on adolescent literacy (Gr. 4-13). Personally, I think it's one of the best reports that I have seen on adolescent literacy. You can request one copy of "Time to Act" just by emailing the program director. I have reviewed this specific report and feel that it is very powerful--up to date research, concise, and well organized. The other reports in the link you will need to download as they will not send you hard copies. Excellent resource for teacher leaders and administrators; Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success pinpoints adolescent literacy as a cornerstone of the current education reform movement, upon which efforts such as the American Recovery and Reinvestment Act must be built.
Pam Wolff

Education Week: Common Standards Ignite Debate Over Prereading - 0 views

www.edweek.org/...29prereading_ep.h31.html

ccss; ela; text complexity

shared by Pam Wolff on 25 Apr 12 - No Cached
  • On the topic of prereading and scaffolding, the most recent version takes care to "leave room for a wide range of instructional approaches" that engage students in reading, while at the same time "setting some basic parameters based on the standards," such as ensuring that scaffolding "does not pre-empt or replace the need to read the text,"
  • To argue that meaning resides solely in the text is antithetical to several decades of research which shows that meaning is in the interaction of reader and text,"
  • "In too many classrooms, the actual text never enters the discussion," he said. "It's all about kids' feelings about it, or their experiences related to it. The teacher spends 45 minutes wallowing in that space, but never gets into the information in the text."
  • ...3 more annotations...
  • "to do quite a bit of framing to get my kids to the point where they can wrestle with the text."
  • oesn't need to be an either-or,
  • To do that, teachers have many strategies at their disposal, he noted. They can supply information upfront, when appropriate. They can plan a cold reading but assign texts leading up to it that will fill in knowledge gaps. They can ask students to read a group of surrounding pieces in conjunction with a central text.
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