S2-07. Research, comprehension, and content-rich literacy instruction: Sonia Cabell

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.Quotes:“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.”Resources:Florida Center for Reading ResearchCore Knowledge Language ArtsWriting Into Literacy TEDx Talk by Sonia CabellNational Reading Panel Report 2000EdWeek Science of Reading Article by Sonia CabellSpecial Issue: The Science of Reading: Supports, Critiques, and QuestionsLive with the Author interviewThe Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia CabellTwitter: @SoniaCabell Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

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Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to the science of reading.