One of the most powerful things we can do in classrooms is to allow for frequent formative writing… and in fact to make formative writing a routine for students. Especially when we make it a routine to write formatively in response to rich content. I want to share a beautiful video of the why…

  In a follow up to our last post on the Yerkes Dodson curve, TLAC CAO Erica Woolway reflects on a recent study that has important implications for the start of the school year. This study came out of the Czech Republic in 2023 by Klara Sedova and Martin Sedlacek. The researchers used two data streams…

This past year TLAC’s reading team partnered with a group of Reading Reconsidered Curriculum teachers and leaders from across the country to study reading fluency. Fluency – as we share in our new book, The TLAC Guide to the Science of Reading – is an overlooked prerequisite to comprehension. It is defined, most simply, as “the…