More Robert Harrell. Ain't it great?
Far too many people hear “use authentic texts” and think “use ONLY authentic texts”.
While I cannot speak for ACTFL, I imagine that they are not saying authentic texts only. I do know that the presenter
I’m not exactly thrilled with the quality of readers out there. I think it's not good to ask kids to read above their level. Most of us hand them books that are above their heads. In general, the TPRS/CI communitey
When we create small ten-minute pockets during class for the kids to read whatever they want, called Free Voluntary Reading as per Krashen, we are putting far too much emphasis on that kind of reading. Why?
Because the research wasn't done
I got this question:
Ben - I understood that you don't think it is a good idea to give extended readings to students at the very beginning (novice low, 1). Can you explain further the reasons why?
The reason, and
This is a repost from 2009:
I heard somewhere that if you do something, anything, for 10,000 hours you gain mastery of it. It doesn't matter what it is.
But you gotta do it. You can't fake do it. So, if it's
I strongly recommend that teachers of level 1 WL classes not use the novels, even though they are labeled as level 1 chapter books. I think level 1 novels should be started in level 2. The reason is that it
This is what Beniko Mason shared with us a few summers ago in Agen on the topic of reading. With respect, and acknowledging the crushing daily opposition to the work we are trying to do, I wonder how many of us
Anne sent this question in today:
Hey Ben -
This discussion has probably been had on your blog and on the facebook page 100 times, but I've missed it, and I really want to know:
When assessing reading comprehension, how is it fair