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Why even fluent students struggle with comprehension

In a recent article published in Science Magazine, Harvard researcher Catherine Snow discussed a growing problem in our schools: the lack of academic vocabulary instruction. Many fluent readers, and especially struggling readers, have a difficult time understanding texts in science, math, and social studies because the terminology is so foreign. This disconnect hits hardest in junior high and high school, when the texts become more complex and vocabulary instruction becomes less prevalent. So what can be done?
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