In the first part of this blog, I defined the first of the “Big Five” essentials for reading: Phonological awareness. I also shared my preferred order for teaching each of the skills under the phonological umbrella. In the second part,  I discussed activities and resources that promote and develop overall phonological awareness, and then […]

  When my son was 8, and the educational psychologist confirmed he had dyslexia, it brought tears to my eyes. Not because of the diagnosis, but because he had to deal with a “system” who didn’t get him. As an educator, I knew what was ahead in his school career, and it was not going […]

  In the first part of this blog, I defined the first of the “Big Five” essentials for reading: Phonological awareness. I also shared my preferred order for teaching each of the skills under the phonological umbrella.      Today, I will begin by discussing activities and resources that promote and develop overall phonological awareness […]

  In “The National Reading Panel and the Big Five,” I introduced you to the origins of “The Big Five” essentials for reading. Today, I am going to discuss the first of the “Five,” which is Phonological and Phonemic Awareness. This area is so important to remediation, that I will cover it over two blogs. […]

  In my previous article, “Why Can’t All My Students Read: The Solutions,” about how to adequately prepare trainee teachers to teach reading, I concluded that any short-term solution was likely to be piecemeal. Most likely it would involve professional development to address the science of reading and how to teach “The Big Five.” State-by-state […]

  In a previous blog, entitled “Wont’ Read, Can’t Read”, I argued how we need to focus on the large role that education could play in changing and improving on the fact that half of US children read at a basic level and few become fully proficient. The way we teach children to read isn’t […]