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February 2020 | Volume 77 | Number 5
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Sarah McKibben
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Benjamin Riley
Research has revealed key truths about how children learn to read. Can we apply these findings in classrooms without reigniting the "Reading Wars"?
Jared Myracle
Why I decided our district needed to change course.
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Jéri Ogden
One teacher's journey to overcoming instructional confusion.
Christy Wessel-Powell, Beth A. Buchholz, Julie Rust, Nicholas E. Husbye and Sarah Vander Zanden
In a culture of busyness, schools have a responsibility to cultivate intentionally present, immersive reading.
Sonja Cherry-Paul, Colleen Cruz and Mary Ehrenworth
When crafted with attention and insight, reading workshop can build students' capacity and engagement as readers.
Mike Schmoker
Pared down standards with an emphasis on lots of reading and writing are the cure to the Common Core.
Kyle Redford
To read critically, students need both literacy skills and content knowledge—so let's deliver both simultaneously.
Kimberly N. Parker
Schools need to give black students opportunities to cultivate their own strong reading identities.
Timothy Shanahan
To help students make strides as readers, educators need to reconsider how they schedule and focus instruction.
Rachael Gabriel
Three questions school leaders should ask every day to optimize literacy instruction.
Callie Ryan Brimberry
Conversing within and about a text creates a powerful connection for students, especially when you have the right book.
Penny Kittle
What it takes to build a culture of reading in secondary schools.
Bryan Goodwin
The science of reading instruction is clear. Let's listen to the research.
Douglas Fisher and Nancy Frey
Transferable literacy skills can help students across content areas. Watch the video.
Jill Harrison Berg
We must create a culture of professional reading among faculty.
Matthew R. Kay
A founding father's views on race challenge educators to respond.
Carol Ann Tomlinson
For reading, especially, one-size-fits-all fits no one.
Reader responses to recent issues of EL.
An interview with the actor, producer, and world-recognized advocate of children's literacy, sharing his thoughts on diverse books, the best platforms to reach kids about reading, and his upcoming keynote address at ASCD's Empower 2020 Conference.
Findings from the ILA research brief, "Meeting the Challenges of Early Literacy Phonics Instruction," and from the 2019 statement by Lucy Calkins, "No One Gets to Own the Term 'The Science of Reading.'"
A review of the 2019 book, Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It, by Mark Seidenberg.
A three-pronged framework can help students not only learn the meaning of texts, but also gain motivation and purpose from them.
Chad C. Everett and Donalyn Miller
Ensuring students have access to high-interest books—and support to read them—is an issue of equity.
Carol Jago
How to get teens to put down their phones and pick up a book.
Educators reflect on strategies they use to engage struggling readers.
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