# data[].attributes.headline
State of Nevada Approved Computer Science Curriculum

# data[].attributes.subject
State of Nevada Approved Computer Science Curriculum

# data[].attributes.attachment_link.readable_text
On June 4, 2020, the Nevada State Board of Education has approved the following Computer Science curriculum for use by all districts and public charter schools in Nevada. The adoption of any curriculum will be at the discretion of each individual Local Education Agency (LEA) or school.

The following resources were evaluated and although they did not meet full standards alignment with our Nevada Academic Content Standards for Computer Science as required for approved curriculum, they can be used as supporting material for grade-level, standards-aligned instruction where appropriate:

# data[].attributes.attachment_link.description
On June 4, 2020, the Nevada State Board of Education has approved the following Computer Science curriculum for use by all districts and public charter schools in Nevada. The adoption of any curriculum will be at the discretion of each individual Local Education Agency (LEA) or school.

# data[].attributes.attachment_link.title
enVision Mathematics – K-12 Math Curriculum – Savvas

# data[].attributes.attachment_link.description
enVision Mathematics is a K-12 math curriculum focusing on math understanding and fluency. enVision Mathematics includes family engagement resources supporting at home math learning.

# data[].attributes.attachment_link.readable_text
Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

# data[].attributes.attachment_link.title
Home Page | Next Generation Science Standards

# data[].attributes.attachment_link.description
Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

# data[].attributes.body
Grades 3, 4, 5 primary science curriculum

# data[].attributes.attachment_link.title
TCI | Interactive K-8 Science Curriculum | Online Science Textbook

# data[].attributes.attachment_link.description
TCI’s Bring Science Alive! science curriculum and online science texbooks inspires and engages students to make connections with their lives.

# data[].attributes.headline
Computer Science and Integrated Technology Standards

# data[].attributes.subject
Computer Science and Integrated Technology Standards

# data[].attributes.attachment_link.description
Access various reading and math resources and educational tools related to Lexile and Quantile levels for teachers and parents.

# data[].attributes.attachment_link.title
Effective Math Fact Fluency Solution | Reflex

# data[].attributes.attachment_link.description
Unlock math fact fluency mastery effortlessly with Reflex! Discover the ultimate evidence-based solution to fact fluency challenges for grades 2+. Learn more.

# data[].attributes.attachment_link.readable_text
Sometimes it looks like children's writing evolves naturally: from a few squiggles, to random strings of letters, to increasingly conventional writing, and eventually progressing to well-crafted essays. But just like learning to read, learning to write is not a natural process. To ensure that all students become skilled writers, we need to provide systematic, explicit instruction, combined with many opportunities for them to write and to receive feedback.

To write well, students must develop a broad set of skills.

Basic writing skills: These include spelling, capitalization, punctuation, handwriting and keyboarding, and sentence structure (e.g., learning to eliminate run-ons and sentence fragments). Basic writing skills are sometimes called the "mechanics" of writing.

Generating text: Text generation involves putting our thoughts into words, what might be thought of as the "content" of writing. Text generation includes word choice (vocabulary), elaboration of detail, and clarity of expression.

Planning and editing: Especially after the earliest grades, good writing involves planning, revising, and editing your own work. These skills are indispensable in becoming a good writer, and increasingly so as students advance into the middle and secondary grades.

Writing knowledge: Writing knowledge includes an understanding of discourse and genre - for example, understanding that a narrative is organized differently than an informational text. Students also need to learn that they are writing for an audience so they need to convey meaning clearly to the people who will be reading their work.

Becoming a strong writer involves learning, practicing and coordinating all of these skills. Writing may be the most difficult thing our students learn in school because it requires them to apply what they have learned as readers (phonics, vocabulary, text structure), plus additional skills (planning, considering audience, handwriting, revising, etc.) to generate their own work. But just as explicit and sequential instruction can help ensure that all students learn to read, the same is true for writing. To enable our students to write well, we need to help them by explicitly teaching the components of effective writing.

Letter of completion

Reading Rockets does not offer CEUs for this self-study course. After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

# data[].attributes.attachment_link.description
Sometimes it looks like children's writing evolves naturally: from a few squiggles, to random strings of letters, to increasingly conventional writing, and eventually progressing to well-crafted essays. But just like learning to read, learning to write is not a natural process.

# data[].attributes.attachment_link.readable_text
Assign Lessons and Share Content with Students

Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps!

From the Video Player page, you can:

Create a video quiz.

Assign a self-paced activity.

Jump to a video segment.

Find instructional supports.

Our integrations let you search for and share DE resources through your other EdTech tools!

# data[].attributes.attachment_link.description
Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps! From the Video Player page, you can: Create a video quiz. Assign a self-paced activity. Jump to a video segment. Find instructional supports.

# data[].attributes.body
Instructional support/ awesome lesson and assessment resources for math.

# data[].attributes.attachment_link.description
Provide relevant texts that consider complexity, academic success, cultural competence, and critical consciousness.

# data[].attributes.headline
KODALY CONCEPT OF MUSICAL LEARNING FOR CHILDREN

# data[].attributes.subject
KODALY CONCEPT OF MUSICAL LEARNING FOR CHILDREN

# data[].attributes.body
Here is an example of how elementary students are immersing themselves in the world of music.

# data[].attributes.attachment_link.readable_text
The Kodály Concept is

Singing

We should first learn to love music as human sound and as an experience that enriches life.

The voice is the most natural instrument and one which every person possesses.

Kodály called singing "the essence" of this concept.

Singing is a powerful means of musical expression.

What we produce by ourselves is better learned; and there is a stronger feeling of success and accomplishment.

Learning through singing should precede instrumental training.

It is in the child's best interest to understand the basics of reading music before beginning the difficult task of learning the technique of an instrument.

What do we sing?

Folk songs and games of the American Culture

Traditional children's songs and games

Folk songs of other cultures

Music of the masters from all ages

Pedagogical exercises written by master composers

Singing best develops the inner, musical ear.

"If we ourselves sing often, this provides a deep experience of happiness in music. Through our own musical activities, we learn to know the pulsation, rhythm, and shape of melody. The enjoyment given encourages the study of instruments and the listening to other pieces of music as well."(Kodály, 1964)

Folk Music

Folk music is the music of the people. There can be no better material for singing than the songs and games used by children for centuries.

Folk Music has all the basic characteristics needed to teach the foundations of music and to develop a love of music - a love that will last a life time.

Folk music is the classical music of the people, and, as such, is a perfect bridge leading to and working hand-in-hand with-art music.

"The compositions of every country, if original, are based on the songs of its own people. That is why their folk songs must be constantly sung, observed, and studied." (Kodály, 1964)

Solfège

Solfège is the best tool for developing the inner ear.

It is an invaluable aid in building all musical skills:

Sight singing

Dictation

Ear training

Part hearing

Hearing and singing harmony

Perceiving form

Developing memory

The moveable do system, highly developed in English choral training, was advocated by Kodály as a tool for teaching musical literacy.

Use of the pentatone (do, re, mi, sol, la) was recommended by Kodály for early training of children because of its predominance in their folk music.

Music and Quality

We believe that music enhances the quality of life. So that it may have the impact it deserves, only the best music should be used for teaching:

Folk music, which is the most representative of the culture

The best music composed by the masters

Quality music demands quality teaching:

Teachers need to be as well-trained as possible

Teachers' training must be well-rounded

Teachers need to develop their musical and vocal skills to the highest degree possible

"The pure soul of the child must be considered sacred; what we implant there must stand every test, and if we plant anything bad, we poison his soul for life." (Selected Writings, p. 141)

Development of the Complete Musician

Kodály training is a complete and comprehensive approach to music education which meets the National Standards for Arts Education as published by MENC, © 1994.

The development of all skill areas begins very early with simple tasks required of all the students. As knowledge grows, skills are developed further in a sequential manner.

In addition to music reading and writing which are begun at an early stage, the following skill areas are also developed: part-singing, part-hearing, improvisation, intonation, listening, memory, phrasing and understanding of form.

An awareness and knowledge of musical styles develops as skills become more proficient.

"The good musician understands the music without a score as well and understands the score without the music. The ear should not need the eye nor the eye the (outer) ear." (Kodály quoting Schumann: Selected Writings, p. 192)

Sequencing

Presentation of materials, concepts, and development of skills can be done in a meaningful way only if the curriculum is well sequenced.

A carefully planned sequence, well taught, will result in successful experiences for children and teacher. Success breeds success - and fosters a love of music.

A Kodály sequenced curriculum is an experience-based approach to learning rather than a cognitive developmental approach.

"Music must not be approached from its intellectual, rational side, nor should it be conveyed to the child as a system of algebraic symbols, or as a secret writing of a language with which he has no connection. The way should be paved for direct intuition." (Selected Writings, p. 120)

# data[].attributes.attachment_link.description
The Kodály Concept is We should first learn to love music as human sound and as an experience that enriches life. The voice is the most natural instrument and one which every person possesses. Kodály called singing "the essence" of this concept. Singing is a powerful means of musical expression.

# data[].attributes.attachment_link.description
BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

# data[].attributes.attachment_link.readable_text
Many people think spelling consists of memorizing all the words in a dictionary and that spelling comes naturally to some and not to others. These are misconceptions. Good spellers aren't born, they are taught! Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

Letter of completion

After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

If a child can spell a word, he or she can usually read the word. In fact, there is a strong relationship between spelling and word reading, because many of the same abilities - phonemic awareness, knowledge of letter patterns, an understanding of morphology and word meanings - underlie both reading and spelling. Good spellers make for better readers and writers.

Spelling and reading

Dr. Louisa Moats, an expert in literacy instruction, says that spelling is a visible record of a child's language processing, and gives us a window into what a child understands about word structure and speech sounds, and how we use letters to represent those sounds. Looking at a child's spelling is a wonderful diagnostic tool.

Putting spelling in perspective

There are about 400,000 words in a dictionary. In about 50% of the words, sound and letter associations map simply and perfectly. These words don't have to be memorized. Another 37% are easily learned through instruction of slightly more complex letter-sound correspondences. Only 13% of English language words are truly exceptional, in that they must be memorized by sight.

Spelling instruction should include:

Alphabetic principle: Knowledge of which individual letters match up to sounds, in a left to right sequence (In the word cup each sound is represented by a single letter).

Pattern information: Which groups of letters function as a pattern to represent sounds. Examples of patterns would include: CVC (Consonant/Vowel/Consonant) pattern to form short vowels (e.g. like the word cat) or CVCe/CVVC patterns to form long vowels (e.g. like the words same or meat).

Spelling variations based on word origins (e.g., 'ch' sounds like /ch/ in Anglo-Saxon words likecheck, /sh/ in French words like niche, and /k/ in Greek words like chaos).

Meaning (morphological or morphemic) information: Which groups of letters represent meaning (The prefix re- as in redo, means to do again). Instruction should include Greek combining forms and Latin roots.

Adapted from: Bear, D.R., M.A. Invernizzi, S. Templeton, F. Johnston (1996) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction.

# data[].attributes.attachment_link.description
Many people think spelling consists of memorizing all the words in a dictionary and that spelling comes naturally to some and not to others. These are misconceptions. Good spellers aren't born, they are taught! Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

# data[].attributes.body
Excellent Parent Resources

# data[].attributes.attachment_link.description
A bilingual site for educators and families of English language learners

# data[].attributes.attachment_link.description
Access various reading and math resources and educational tools related to Lexile and Quantile levels for teachers and parents.

# data[].attributes.headline
ReadWorks.org online articles, questions/written response- can assign through google classroom

# data[].attributes.subject
ReadWorks.org online articles, questions/written response- can assign through google classroom

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.attachment_link.title
Open-and-go lessons that inspire kids to love science.

# data[].attributes.attachment_link.description
Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

# data[].attributes.headline
Commonlit (grades 3-12) online supplemental resource 

# data[].attributes.subject
Commonlit (grades 3-12) online supplemental resource 

# data[].attributes.attachment_link.readable_text
Looking to boost instruction and save money? Get your school set up with assessments, data, and rostering for just $3,250. Get a quote for your school.
Dismiss Announcement

For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

CommonLit is a nonprofit that has everything teachers and schools need for top-notch literacy instruction: a full-year ELA curriculum, benchmark assessments, and formative data.

# data[].attributes.attachment_link.title
CommonLit | CommonLit Library | Browse Content by Theme, Grade Level and More

# data[].attributes.attachment_link.description
View the CommonLit collection and filter by grade level, theme, genre, literacy device and common core standard.

# data[].attributes.attachment_link.title
Instantly access over 40,000 of the best books & videos for kids on Epic

# data[].attributes.headline
Florida Center for Reading Research Student Resources

# data[].attributes.subject
Florida Center for Reading Research Student Resources

# data[].attributes.attachment_link.readable_text
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

# data[].attributes.attachment_link.description
Expert advice on children’s books & reading, arts & crafts, activities & school achievement. View the parent’s newsletter, articles, & weekly picks for Preschool, Grade School, & Middle School

# data[].attributes.body
ColorinColarado

# data[].attributes.attachment_link.description
A bilingual site for educators and families of English language learners

# data[].attributes.attachment_link.readable_text
Assign Lessons and Share Content with Students

Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps!

From the Video Player page, you can:

Create a video quiz.

Assign a self-paced activity.

Jump to a video segment.

Find instructional supports.

Our integrations let you search for and share DE resources through your other EdTech tools!

# data[].attributes.attachment_link.description
Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps! From the Video Player page, you can: Create a video quiz. Assign a self-paced activity. Jump to a video segment. Find instructional supports.

# data[].attributes.attachment_link.readable_text
Assign Lessons and Share Content with Students

Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps!

From the Video Player page, you can:

Create a video quiz.

Assign a self-paced activity.

Jump to a video segment.

Find instructional supports.

Our integrations let you search for and share DE resources through your other EdTech tools!

# data[].attributes.attachment_link.description
Easily assign ready-to-use lesson activities and other engaging resources to students. Even better, add our rich media to your daily lessons or try Augmented Reality apps! From the Video Player page, you can: Create a video quiz. Assign a self-paced activity. Jump to a video segment. Find instructional supports.

# data[].attributes.attachment_link.readable_text
Over 3,800 Resources on Leader in Me Online!

Leader in Me School staff members can access thousands of resources including lesson plans, videos, classroom materials, and on-demand professional development courses as part of their School Membership. Feel free to share the public resourcesI below, or log in to Leader in Me Online today! If you have questions about becoming a Leader in Me School contact us.
LEADER IN ME ONLINE CONTACT US

# data[].attributes.attachment_link.description
Leader in Me School staff members can access thousands of resources including lesson plans, videos, classroom materials, and on-demand professional development courses as part of their School Membership. Feel free to share the public resourcesI below, or log in to Leader in Me Online today!

# data[].attributes.body
A fun, foundational reading TV series for students PreK-3. The show instructs three important underlying components of skillful word reading: phonological awareness, letter names/sounds, and blending sounds to decode words accurately.

Reading Buddies will air on WCNY and on YouTube starting September 13, 2021!

# data[].attributes.attachment_link.readable_text
What do a dog, a girl, and a robot have in common? First and foremost, Dusty, Dott, and Alphabott are best friends. But they are also reading buddies! Dusty loves to talk, but learning to read is a new skill. With the help of Dott and Alphabott, he discovers that it can be so much fun! Along the way, the friends practice letters, sounds and reading words, improvise stories, get letters from their globe-trotting friend Otto, practice social skills, and so much more. We hope you'll become a Reading Buddy!

A fun, foundational reading TV series for students PreK-3. The show instructs three important underlying components of skillful word reading: phonological awareness, letter names/sounds, and blending sounds to decode words accurately.

# data[].attributes.attachment_link.description
What do a dog, a girl, and a robot have in common? First and foremost, Dusty, Dott, and Alphabott are best friends. But they are also reading buddies! Dusty loves to talk, but learning to read is a new skill. With the help of Dott and Alphabott, he discovers that it can be so much fun!

# data[].attributes.attachment_link.readable_text
Did you know that learning to read is one of the most complex things we ask our brain to do?

What goes on in our brain that makes it possible for us to translate the little squiggly marks that are letters on a page, into meaning?

One of the world's foremost experts on reading, Professor Stanislas Dehaene, a French neuroscientists and author of the book " Reading in the Brain" has some answers. He explains in this video:

Here are some of the key points he makes in the video
From the brain's point of view, learning to read consists of:

1. First, recognising the letters and how they combine into written words

2. Second, connecting them to the brain systems for coding of speech sounds and for meaning.

Reading starts in your brain like any other visual stimulation, in the general visual areas of the occipital pole of the brain, but then very quickly moves into an area which concerns the recognition of the written word.

Professor Dehaene calls this area the brain's "letter box" because it is where we store our knowledge of letters.

From there it's an explosion of activity into at least two brain networks; one that concerns the meaning of the words, and another that concerns the pronunciation and the articulation of the words.

When first you went to school to learn to read, your brain already had a very sophisticated spoken language system. It also had a very sophisticated visual system, but it needed to create an interface with the visual word form area, the brain's letter box.

Reading consists essentially of creating an interface between your vision system in your brain and your language system, your spoken language system.

Your brain has areas that are shared between spoken language and written language. And these areas are in your brain before you learn to read. They already existed when you were a very young child.
Brain is changed by reading
Everyone's brain anatomy is changed by learning to read, and Professor Dehaene and his colleagues have managed to make a complete map of the brain areas that have been changed by reading.

The first major change is making the "letter box area" active. It is not active in people who haven't learnt to read.

Learning to read is to a large extent the capacity to attend to the individual phonemes of speech and to attribute them different letters.
What predicts how well a child will learn to read
The predictors of learning to read in young children are:

How well they know phonics - the understanding of the sound systems of language

How large is the size of their spoken vocabulary. If they know a large number of words, they will learn to read faster.

We can help children learn to read, way in advance, by enhancing their vocabulary and their sound system of language at the age of three, four and five - even if we don't start to teach reading until the age of six or seven, as some European countries do, says Professor Dehaene.
Phonics versus whole word reading
We now understand better the question of phonics versus whole-word reading.

Should we teach the whole-word level, or should we really teach every single letter and the pronunciation?

The answer is clear. Professor Dehaene says, "whole-word reading is a myth". The brain processes every single letter and does not look at the whole word shape.

Teaching letter to sound correspondence is therefore essential. It is the fastest way to acquire reading and comprehension.

Preschools should be preparing children for learning to read and phonics exercises can help a lot.
Brains are the same all around the world
We understand now a lot about reading, and we understand that in all cultures, there's not much variability. We all have the same brain mechanisms - they are very universal.

Reading always requires specialising of visual system for the shape of letters and connecting them to speech sounds. Even in Chinese.
How can we make learning to read faster
We should modify the brain's inner-chemical systems: systems that help you focus your attention and that are also sensitive to rewards.

When you give a child a reward, you are changing his brain chemical composition in a way that reinforces his behaviour.

Sleep is also a very essential component of learning. They're very compelling studies showing that giving children more sleep is one way to help them learn.
Related Posts The Brain Science of Language, Learning & Reading Fast ForWord Builds Learning Capacity & Reading Skills 7 Tips for Parents of Struggling Readers & How to Give Reading Help The New Science of Learning: Teachers Build Brains with Neuroscienc

# data[].attributes.attachment_link.title
How Your Brain Learns to Read: Professor Stanislaus Dehaene

# data[].attributes.attachment_link.description
Did you know that learning to read is one of the most complex things we ask our brain to do? What goes on in our brain that makes it possible for us to translate the little squiggly marks that are letters on a page, into meaning?