As a teacher, it is hard to think about the students you may have let down that you could have helped, had you only known. Most of us just teach what our curriculum says to teach with the best of intentions.ĭuring the training, most (if not all) had moments of “I wish I would have known about this years ago,” though we’d done the best that we knew how to do at the time. We were not trained in the science of teaching reading when we were going through our educational training in college, nor were we required to pass any tests proving that we were prepared to teach students to read. We had new teachers in the class, as well as teachers that had been in the profession for over 30 years, but all walked away admitting it was an eye-opening training. Last summer, our elementary staff was taught the science of teaching reading. The ability to read affects everything in our lives, so it is so important that we get this right in the short amount of time that we have them.īecause educational research has a history of being poor, lacking practicality, and being loaded with short-term fixes, many teachers have lost faith in the idea of “research-based” reading methods that promise instructional magic. We have students graduating from high school who are still reading on an elementary level, simply because we didn’t receive the proper training when we were going through college. Schools all over our state are inundated with teachers that haven’t had the proper science-based training to teach students how to read. ![]() WHO NEEDS IT Phonics for Schools & Principals
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