Join Sonia Cabell, Assistant Professor of Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. She also explains what constitutes “compelling evidence” in the science of reading and why students need to interact with both written and spoken language while learning to read.
“The knowledge that you have about a particular subject matters for your reading comprehension.”
“When I think about content-rich English language arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.”
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