The importance of sight words is well understood in the literacy field. Children need a goodly store of sight words in order to smoothly and fluently process text. They need to know many words by sight because so many frequently occurring words (of, was, any, they, said) are irregularly spelled. Sight words also provide an "anchor" for beginning readers learning one-to-one word correspondence in a line of print.

Instead of being forced to step up their reliance on phonics, we believe teachers should use a comprehensive approach and understand an individual child’s strengths, previous knowledge and experiences, languages, ethnic, racial and cultural backgrounds and other relevant information.

There is a common perception that children are more likely to read if it is on a device such as an iPad or Kindles. But research shows that this is not necessarily the case.

The oral language that children bring to school is a critical factor supporting their growing literacy ability. It is therefore also critical that teachers plan to help children expand or develop that language so that they may be successful literacy learners.

Since most states have passed or are rushing to pass education legislation targeting reading practices and policies, here are guiding principles for what any federal or state legislation directly or indirectly impacting reading should and should not do.

For years charter school advocates have claimed that charter schools have something new and innovative to share with public schooling. It’s a myth. Charter schools bring nothing new to the table. Any innovative charter schools are likely run by real teachers.