I have always had a gut-level aversion to acronyms. Why do I hate these so? I love silent sustained reading, but I hate SSR. I agree that it's useful to survey a text, ask questions to predict before you read, the recite (or summarize) after read, and then review by trying to answer your initial... Continue Reading →
One my best friends and colleagues recently asked me to share some resources to send her some resources about the "science of reading" debates that are raging in the media because she knew that I had just finished auditing a professional development course called "The Science of Reading for Adolescents." Like many educators, parents, and... Continue Reading →
Whether it's a back-to-school keynote address, a series of trainings to support a department's new curriculum, or a long-term contracts for school or district-wide initiatives, there are so many valuable educational consultants available to help educators consider new perspectives and implement new practices. The best consultants bring research and theory alive while engaging educators in... Continue Reading →
In this post I chronicle my winding research path to support teachers who want to make learning relevant to their students. So my answer to the question, "Can theories be practical?" is yes—but only if the person engaging with the theory also has or is willing to seek or create practical strategies.
Kate Lechtenberg, PhD 