Here are some extracts from the article'When Science and Literacy collide'
I share this slightly wonkish topic here to offer some essential perspective to assertions in the press that teachers aren’t using the science of literacy research in their instructional decisions. That’s of interest mostly because the disappointing end-of-year test scores of reading proficiency have stagnated for 20 years.
For how many more years are we going to dupe the world with the same
stuff that has been repeated for years?
What is the ‘science of literacy research’? What does it say about
how to teach letter sounds?
