When students feel trusted, supported, and cared for, they are more likely to take an active role in their own learning, feel more engaged, and transfer literacy learning into independence. (continue reading)
When we value time, choice, talk and teacher support in independent reading, we can design a classroom that promotes these principles. (continue reading)
From his work around the world over the last two decades, including virtual work with teachers, districts, and communities since the start of the pandemic, Cornelius Minor has a clear idea of the challenges facing teachers in this moment. (continue reading)
When we listen closely to the stories readers tell about their reading lives, we are better able to name their strengths as a reader. (continue reading)
