Archive
Tag: Mark Pennington
The Great Grammar Debate
The Great Grammar Debate between those favoring part to whole and those favoring whole to part grammar instruction is still relevant.
How to Teach Reading Intervention
Teaching reading intervention is qualitatively different from teaching beginning reading. By definition, the initial reading instruction did not “take” to a sufficient degree, so things must…
Advanced Reading Skills are Essential
Without refined reading skills, personal independence and options are severely limited. What was an adequate reading skill level thirty years ago is inadequate today. More higher…
Content vs. Skills Reading Instruction
A key discussion point regarding reading instruction today involves those favoring skills-based instruction and those favoring content-based instruction. The debate is not either-or, but the author…
Trust Teachers, but Verify with Diagnostic ELA/Reading Assessments
In summary, trust the science of comprehensive, diagnostic ELA/reading assessments to inform your instruction. Using this objective data will eliminate the "trust factor" and guess work…
Ten Criteria for Effective ELA/Reading Diagnostic Assessments
Diagnostic assessments are essential instructional tools for effective English-language Arts and reading teachers. However, many teachers resist using these tools because they can be time-consuming to…
12 Reasons Why Teachers Resist Differentiated Instruction
Teachers resist differentiating instruction within their classroom for both internal and external reasons. Knowing why teachers prefer whole group instruction, rather than differentiated instruction can help…
How Not to Teach Context Clues
Most teachers are familiar with and teach context clues as an important reading strategy to define unknown words; however, fewer teachers are familiar with the debate…