Henry Ward Beecher once said, a word is a “peg to hang ideas on.” A single word can conjure a host of meanings and associations. “Dyslexia” is such a word. In the last couple of years, well-known and respected researchers have been arguing that it is time to do away with the “D word.”

Let's get right to the point. Students are most interested in what they are interested in. In any classroom, the range of interests is infinite and changes whimsically. However, there are two things nearly every student is interested in: movies and music. That means movie scripts and song lyrics can be amazing reading resources in many ways.

What does it mean to “teach to the test,” and how is it different from “teaching to the rigor?” Many schools and districts give students round after round of reading and writing items that mimic the questions they will see on their state’s high-stakes assessment. Some educators believe practice makes perfect and, hence, more practice is better than less in increasing students’ odds for higher test scores.

While many language skills and comprehension strategies are embedded in daily lessons, teachers know that the overall purpose of each lesson sequence is to understand content related to a theme. The reason for reading a text is clear: The text is worthwhile. It is complex and rich.

During my 20 years of teaching high school English and Social Studies, however, I found the power of metaphor stretched far beyond poetry. When extended, a metaphor is more than a descriptive tool; it becomes a system for comprehending and articulating complex concepts.

Human beings were never born to read. Reading or written language is a cultural invention that necessitated totally new connections among structures in the human brain underlying language, perception, cognition, and, in time, our emotions. Reading represents one of the most important epigenetic breakthroughs in the history of the species; our very history was made possible by it.