Once students are reading, quantity of reading becomes increasingly important in terms of reading development. However, there is very little information on how much reading is sufficient. Wang et al. (2025) investigated this issue in their study. Below is a … Continued
Reading requires not just decoding words but also understanding the sentences and paragraphs in which those words occur. Biemiller (2025) makes the following arguments: The question then, is how do we increase the oral vocabulary and comprehension of students? ReferenceBiemiller, … Continued
Reading fluency is the ability to read text accurately (which requires good decoding skills, a large sight word vocabulary and a good understanding of morphology), at a good rate (similar to talking), and with appropriate expression (prosody). When students read … Continued
Schwa is the unclearly pronounced vowel sound that occurs in multisyllabic words. It is the most common sound in English and can be represented by every vowel grapheme. Schwa is a spelling issue not a reading issue. If students can … Continued
Spellcheck is a useful tool, but as Heubeck (2025) references in her article, spelling is integral to the reading and writing process. Student’s spelling provides a ‘window’ into their understanding of language. The ability to spelling accurately drives reading automaticity, … Continued