The “science of reading” refers to a vast body of multidisciplinary research providing a rationale for what must be taught to ensure almost all students can learn to read.

One of the most consistent refrains I have heard in my career as a math educator is, “Where is the research for that?”

As a previous secondary and elementary principal, and elementary teacher, I understand firsthand the importance of helping every child learn to read proficiently, and how to intervene when children don’t have the literacy skills needed by third to fifth grades.

Writing is important in its own right but it’s also a powerful tool for the development of reading.

One of the most adventurous decisions of my professional career was moving to a middle school reading interventionist position after many years working primarily with elementary students.

Most people are familiar with the definition of fluency, sometimes called automaticity, when it comes to spoken language.