Shanahan on Literacy

Each year, Shanahan on Literacy identifies the highest rated national, regional, and international Literacy Charities. Find out which ones you want to help -- and which might be a source of support for your students and school.

Research indicates that teaching reading at students' "reading levels" provides no advantages and may do harm when it comes to learning. However, many teachers are less worried about learning, and more concerned about the impact teaching with complex text may have on students' classroom behavior and motivation for reading. This podcast explores those concerns.

Recently, there have been claims that reading achievement is being suppressed because schools are teaching reading with excerpts and other short pieces rather than with complete books. These critics say that they want to go back to a time when reading was taught with complete books. This podcast explores those claims and reveals what research has to say on the matter.

Explore the fascinating distinction between reading comprehension and the learning process. Discover whether immediate comprehension or long-term reading ability should guide instructional choices. A teacher's inquiry sparks a discussion about text difficulty and its impact on fluency. Learn why some research suggests that simpler texts may not enhance learning. Unlock the power of complex texts as opportunities for skill development. Uncover how rereading can significantly boost comprehension and memory, especially when guided effectively.

I've argued against teaching reading at students' instructional levels. Does that mean that I'm against running records and informal reading inventories? What could such tests possibly provide if you aren't teaching with leveled books? This podcast will answer those questions and many more.

This podcast explores the role that pictures play in teaching decoding, vocabulary, and reading comprehension.

This podcast explains the nature of disciplinary literacy and lays out a description of what role it should play in the elementary school reading curriculum.

Middle school reading scores are plummeting, and the root causes might surprise you! Phonics instruction for younger grades isn’t to blame for these declines. Older students often struggle with decoding, yet effective remediation strategies remain elusive. Adding two hours of dedicated literacy instruction could make a difference, focusing on vocabulary, comprehension, and advanced skills. Shanahan stresses the importance of using challenging texts rather than easier ones to promote growth. Targeted interventions are key to helping students overcome their reading hurdles.

The discussion challenges the conventional belief that students learn best from leveled books. It highlights a crucial shift towards grade-level texts, emphasizing their importance for college readiness. Research reveals that students perform better when exposed to challenging materials. Evidence against traditional instructional level theory is examined, showcasing its lack of robust support. The podcast also underscores the vital role of teachers in driving student success rather than relying solely on minimal support models.

"Experts" make lots of recommendations about how to teach oral reading or text reading fluency. One of those recommendations is that it is important to "model" oral reading for the students. The research is nearly silent on this issue, so what makes sense?