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If there’s one thing all teachers seem to agree on, it’s the fact that reading aloud to students is highly beneficial. Indeed, one of our most popular blog posts to date was about the magic of reading aloud to your class. This practice boosts literacy and builds community, and it is often a joyful experience for teachers and students alike. National Read Aloud Month is coming up in March, and we encourage you to start planning now for the ways you will participate. Read more

Do you have high reading comprehension? This question isn’t as easy to answer as you might think. Read more

What does active engagement really look like? A student might appear focused on a task—especially a task that involves a screen—but the kind of engagement that leads to deep learning might still be lacking. At Read Naturally, we have a special interest in student engagement. We know that active engagement is crucial to progress in reading. Therefore, we have designed all elements of our curricula to foster sustained student engagement. Read more

“How do I know if my students need Read Naturally?” Many teachers ask us this question, and our answer is always the same: “Benchmark Assessment!” Teachers determine who needs a Read Naturally intervention by assessing all students on their reading aptitude using benchmark assessment. Early in the school year (aka, right now!) is the ideal time to do this. Read more

Reading without comprehension is about as much fun as looking at a page of jumbled letters. What’s the point? The reason we read is to gain knowledge, to enrich our lives, and to be entertained. None of these things can happen without comprehension. Read more

Carol Dweck’s groundbreaking mindset research has been all the rage in education circles for a number of years now. Her research shows that students with growth mindsets—those who welcome a challenge and believe they can improve with effort—perform better than students with fixed mindsets who tend to avoid difficult tasks and who believe certain traits, like intelligence, can’t be grown.

Teachers can help nurture the growth mindset, and many have made it a priority to do so in their classrooms. But what, exactly, does this look like? Many people understand Dweck’s research to mean we should encourage and praise effort, not outcomes. But this understanding, Dweck says in a recent interview in The Atlantic, misses the mark. Read more

A large, nationally representative survey recently conducted by Scholastic found that 94% of preK through Grade 12 teachers and principals believe students should have time for independent reading. Most teachers believe that, when students are given the time to read and enjoy books of their choice, engagement increases and a greater love of reading is fostered. However, just 36% of teachers say they actually set aside this time every day. In classrooms where independent reading does occur, students read for an average of 22 minutes. Read more

As students learn to read more fluently, many develop a passion for writing. Stories are inspiring and life-changing for students of all ages—and at some point, many of them wonder, “Could I do that, too? Could I write something that other people will enjoy?” Read more

Does highlighting text as you’re reading it help you learn it better? Is intelligence fixed at birth? Do people have primary learning styles, such as auditory or visual? Do right-brained and left-brained people learn differently? A recent survey of over 3,000 Americans shows that the majority of people answer some of these questions incorrectly. Which questions are they? Do you know the right answers? Take this quiz to find out. Read more

In her recent blog post All Improvement Is Not Equal!, Read Naturally founder Candyce Ihnot explores the relationship between the number of Read Naturally Live stories her students had read between Fall and Winter and their fluency improvement during that time period. Candyce discovered that the students who had read the most stories had made the greatest gains. Dr. Danielle Dupuis of the University of Minnesota's Center for Applied Research and Educational Improvement made the same discovery in her recent analysis of extant data from Read Naturally Live students. Read more