Knowing Word Parts Isn’t the Same as Knowing Words
Morphology teaching frequently stops at the pieces — students drill prefixes and suffixes in isolation, fill in charts, match roots to definitions — without ever encountering those element in real texts. What learners also need is sustained engagement with texts where morphologically rich vocabulary appears in context. It’s the combination — explicit guidance and meaningful… read more
Middle Schoolers Deserve Stories, Not Worksheets
Middle schoolers don’t need more scaffolding and exercises. They need stories that treat them as the thinking, feeling, aware human beings they actually are. read more
Guest Post: Motivation Isn’t About Lowering the Bar
In our efforts to motivate students to engage in reading instruction–– particularly in middle and high school–– we’ve often responded by trying to make reading feel easier. These instincts are rooted in good intentions, but are our efforts unintentionally undermining our students’ opportunities for success? read more
