My colleague Mary Ann Zehr recently reported on teachers who read aloud to their middle and high school students. It was an interesting story with lots of input from teachers about what they read aloud and why they do it.
Now Core Knowledge blogger Robert Pondiscio is responding to Mary Ann’s story with more thoughts on why and how content knowledge plays a crucial role in students’ learning to read. Without a good content-knowledge base, he argues, reading aloud will be of limited value to students.
A version of this news article first appeared in the Curriculum Matters blog.