![](/assets/artwork/1x1-42817eea7ade52607a760cbee00d1495.gif)
36 episodi
![](/assets/artwork/1x1-42817eea7ade52607a760cbee00d1495.gif)
Shanahan on Literacy Timothy Shanahan
-
- Istruzione
Timothy Shanahan is a renowned expert on the teaching of literacy. This podcast addresses practical issues in teaching students to read and to read better.
-
Does a Four-day Week Mean Lower Reading Scores?
Many school districts are considering going to a 4-day school week. This would help solve their problem in getting substitutes, reduce lunch program costs, and make many of their employees happy. But what will it do to reading achievement? This podcast explores the research on instructional time and 4-day school weeks.
-
What about Tracing and Other Multi-Sensory Teaching Approaches?
Many phonics proponents claim that the best way to teach phonics is multi-sensorilly with tracing and similar activities. This podcast reveals what research studies have to say about those claims.
-
Choral Reading: Good Idea or Not?
This episode considers the value -- and limitations of using choral reading in the teaching of oral reading fluency.
-
Should We Teach with Decodable text?
This "blast from the past" revisits -- revises -- a blog posting from 2018. This podcast explains what the research has to say about teaching with decodable text. The idea of teaching students with decodables is a hot topic in reading education these days. Find out what research has to say about these materials and what they contribute to learning to read -- if anything. You might be surprised at what the "science of reading" has to say about this practice.
-
What About Those Reading Textbook Reviews and Ratings?
Recently, several organizations have started evaluating reading programs. These ratings are getting a lot of attention from school districts around the nation, but how good are they and how should they be used? This podcast will explore those issues and provide some recommendations.
-
Ensuring Success: Pre-Remediation as a Valuable Alternative
Most reading interventions for older students fail. One reason for this is that they tend to focus on raising general reading achievement, instead of putting the major emphasis on helping those students to develop the reading abilities that would allow them to succeed. Think pre-remediation rather than remediation.