EDVIEW 360
Blog Series
Recent Blog Posts
The Power of Print: What—and How—Should Students Read?
Posted on September 29, 2022
  • Dr. Louisa Moats
Tags
  • reading

Selecting reading material for instructional purposes has always been a job I have enjoyed. In professional development with teachers (e.g., in LETRS®), the text readings we have preferred for analysis are linguistically challenging, thematically engaging, and somewhat provocative.

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Speech to Print or Print to Speech? It Makes a Difference
Posted on May 20, 2021
  • Dr. Louisa Moats
Tags
  • LETRS

Written words represent speech and language. This fundamental truth explains why reading and spelling skill depend on language abilities; why explicit teaching of sounds, words, and discourse is the most effective way to ensure that all students learn to read and write; and why we have been persistent advocates for teachers’ knowledge of language—which is the focus of Language Essentials for Teachers of Reading and Spelling (LETRS®).

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Reflections on the 2019 NAEP: Where Do We Go Now?
Posted on November 5, 2020
  • Dr. Louisa Moats
Tags
  • Literacy
  • Mississippi
  • NAEP
  • Reading Science
  • Science of Reading

Results of the 2019 National Assessment of Educational Progress (NAEP) are in, and the picture is not pretty when it comes to fourth grade reading scores.

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Of ‘Hard Words’ and Straw Men: Let’s Understand What Reading Science is Really About
Posted on October 16, 2019
  • Dr. Louisa Moats
Tags
  • Dyslexia
  • LETRS
  • Reading Intervention

The time has come to call the public’s attention to reading science and to dispel the misconceived beliefs and practices that are so widespread in our classrooms.

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Hard Words: A Webinar to Discuss What Teachers Need to Know About Teaching Reading . . . and How to Acquire That Knowledge
Posted on March 20, 2019
  • Dr. Louisa Moats

What is the reason so many students do not learn to read? How can we make sure teachers are adequately prepared to apply the principles and practices most supported by scientific research about learning to read? Where are the gaps between common practices and those most in line with evidence of effectiveness? Why do these gaps exist? What could be done better to educate and support teachers in carrying out a very challenging job?

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It’s Dyslexia: What’s a Teacher to Do?
Posted on October 4, 2018
  • Dr. Louisa Moats
Tags
  • Dyslexia
  • Literacy
  • Reading Intervention

Dyslexia is the most common type of developmental reading disability and one of the most studied of all learning disorders. Advocates have successfully pushed more than 40 states to adopt rules and guidelines for the identification and treatment of dyslexia. Given prevalence estimates of about 5 percent to 17 percent of all students, one or two who merit this descriptor are likely to be in every classroom. Thus, every teacher should be familiar with the nature of the disorder and how to teach children who are affected by it.

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