Skip to content

Connect with us :

Facebook Youtube
en English
ar Arabiczh-CN Chinese (Simplified)en Englishtl Filipinofr Frenchhi Hindiid Indonesianit Italianjw Javanesekm Khmerlo Laoms Malaymy Myanmar (Burmese)ne Nepalipt Portugueseru Russianes Spanishth Thaivi Vietnamese
Equity ED HUB Logo
  • Knowledge
    • Equitable Education
    • Inclusive Education
    • EdTech & Distance Learning
    • Education in Emergencies
    • Education Situation in Southeast Asia
    • Entrepreneurship & Skills for Employment
    • Financing & Partnerships
    • Gender Disparities & Intersectionality
    • Learning Achievement
    • Literacy, Multilingual Education & Learning in Mother Tongue
    • Migrants, Refugee & Stateless People
    • Personalization, Special Needs Education & People with Disabilities
    • Policy & Curriculum
    • Social & Emotional Learning (SEL)
    • Socio-Economic Disparities & Location
    • Teacher & Educator Development
  • Toolboxes
    • Educator Toolbox
    • Education Leader Toolbox
  • Online Courses
  • Equitable Education Alliance
  • About Us
Menu
  • Knowledge
    • Equitable Education
    • Inclusive Education
    • EdTech & Distance Learning
    • Education in Emergencies
    • Education Situation in Southeast Asia
    • Entrepreneurship & Skills for Employment
    • Financing & Partnerships
    • Gender Disparities & Intersectionality
    • Learning Achievement
    • Literacy, Multilingual Education & Learning in Mother Tongue
    • Migrants, Refugee & Stateless People
    • Personalization, Special Needs Education & People with Disabilities
    • Policy & Curriculum
    • Social & Emotional Learning (SEL)
    • Socio-Economic Disparities & Location
    • Teacher & Educator Development
  • Toolboxes
    • Educator Toolbox
    • Education Leader Toolbox
  • Online Courses
  • Equitable Education Alliance
  • About Us
Search
Close

How Families are Pushing Schools to Teach Reading Skills More Effectively

View
  • 24
Like
0
0
Share
Story Source: KQED ~ Go to Original Article

For as long as Connie LuVenia Williams can remember, letters have been giving her trouble. Sure, she learned the ABCs, but making sense of how these symbols we call letters combine to form the sounds that make up the English language – that part stumped her. And from what she remembers nobody taught her those skills as a kid. 

Her first teachers used Dick and Jane style books with simple, repetitive phrases.

This whole-word approach to reading teaches kids to memorize and recognize entire words rather than start by sounding out individual letters, like you would with phonics. Whole-word was prevalent in the ‘60s, but for a decade, phonics proponents had already been arguing the method produced poor reading skills. In Williams’ case, they were right………………………………………………………………..

CONTINUE READING AT AUTHOR’S WEBSITE >>


Related Articles

A 'million word gap' for children who aren't read to at home

A 'million word gap' for children who aren't read to at home

Young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than…
Supporting English learners: What do teachers need?

Supporting English learners: What do teachers need?

Two in five students in California public schools speak languages other than English at home. The state still has a…
Revitalizing Indigenous Languages Is Critical

Revitalizing Indigenous Languages Is Critical

Story Source:Inter Press Service News ~ Go to Original Article Being fluent in a world language is a desirable skill…
Equity ED HUB Logo

Equitable Education Hub is a platform for education changemakers to polish their knowledge, learn, exchange tools and connect to improve equity, quality, inclusion, and equality in education.

Follow us on

Facebook Youtube
UNESCO_logo
EEF-logo
Equitable Education Alliance (EEA) is a community of practice for organizations; ministries, agencies and NGO’s who strives to push for a more inclusive and equitable educational system while enhancing the performance of existing equitable education organizations at all levels

Disclaimer
UNESCO does not warrant that the information, documents and materials contained in its website is complete and correct and shall not be liable whatsoever for any damages incurred as a result of its use.

Sitemap

  • Knowledge
  • Equitable Education
  • Educator Toolbox
  • Education Leader Toolbox
  • Online Courses
  • Events
  • Equitable Education Alliance
  • About Us
Menu
  • Knowledge
  • Equitable Education
  • Educator Toolbox
  • Education Leader Toolbox
  • Online Courses
  • Events
  • Equitable Education Alliance
  • About Us

Knowledge

  • EdTech & Distance Learning
  • Education in Emergencies
  • Education Situation in Southeast Asia
  • Entrepreneurship & Skills for Employment
  • Equitable Education
  • Financing & Partnerships
  • Gender Disparities & Intersectionality
  • Learning Achievement
  • Literacy, Multilingual Education & Learning in Mother Tongue
  • Migrants, Refugee & Stateless People
  • Personalization, Special Needs Education & People with Disabilities
  • Policy & Curriculum
  • Social & Emotional Learning (SEL)
  • Socio-Economic Disparities & Location
  • Teacher & Educator Development
Menu
  • EdTech & Distance Learning
  • Education in Emergencies
  • Education Situation in Southeast Asia
  • Entrepreneurship & Skills for Employment
  • Equitable Education
  • Financing & Partnerships
  • Gender Disparities & Intersectionality
  • Learning Achievement
  • Literacy, Multilingual Education & Learning in Mother Tongue
  • Migrants, Refugee & Stateless People
  • Personalization, Special Needs Education & People with Disabilities
  • Policy & Curriculum
  • Social & Emotional Learning (SEL)
  • Socio-Economic Disparities & Location
  • Teacher & Educator Development
Manage Consent
To provide the best experiences, we use technologies like cookies to store and/or access device information. Consenting to these technologies will allow us to process data such as browsing behavior or unique IDs on this site. Not consenting or withdrawing consent, may adversely affect certain features and functions.
Functional Always active
The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network.
Preferences
The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user.
Statistics
The technical storage or access that is used exclusively for statistical purposes. The technical storage or access that is used exclusively for anonymous statistical purposes. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you.
Marketing
The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes.
Manage options Manage services Manage {vendor_count} vendors Read more about these purposes
View preferences
{title} {title} {title}