Using CUBED, I tested my son in Spring of pre-K. I just re-tested him for Fall of Kindergarten. He has regressed on letter sounds, and while he was beginning to blend CVC words in pre-K, blending now seems completely alien to him and he is shutting down.

What is being taught?

Whew, Amanda VanDerHeyden drops knowledge at lightning speed in this researchED US recording from 2020! Thank you for resurfacing this, Eric Kalenze.

I may have to watch this another 20 times before I grasp everything here--this is not common knowledge!

wp.me/pccehm-6c

'The teacher’s role, then, is to create opportunities for language use, rather than to act as the linguistic authority.'

This paper does a neat job of making the case for translanguaging based on empirical research while laying out what is not yet known.
link.springer.com/article/10.100…

'Coffee was an imperialist’s commodity and a revolutionary’s beverage. ' getpocket.com/@mandercorn/sh…

Today, Heinemann Publishing went into defensive mode, claiming “misinformation” about the latest Emily Hanford podcast.

This is the most perfect-slash-savage reply.

'why are we only talking about transforming society and not about obliging a highly profitable industry to clean up the mess caused by the products it sells?”

theguardian.com/environment/20…

High expectations are not enough for advancing students’ literacy development. Knowing how to teach reading and writing and disciplinary knowledge are required.

'our results point to the central role of word identification processes in mediating between lower-level sublexical processing and higher-level sentence-level processing during reading comprehension.'

nature.com/articles/s4159…

'These results seem to indicate that category-specific proficiency is a more important factor than overall proficiency in accessing words. In other words, lexical access depends on exposure to words, irrespective of the overall proficiency in the language'
nature.com/articles/s4159…