As teachers, our task is to help students move from the beginnings of processing to fully functioning systems that expand over time and across texts. (continue reading)
The Literacy Continuum does not represent neat stages of learning. Readers vary in what they give attention to and enjoy. And they are all different from each other. (continue reading)
Learners progress in their individual ways, but they ultimately reach the same goal – a complex and flexible literacy processing system. (continue reading)
A learner might make tremendous gains in one area while seeming to almost “stand still” in another. It’s our job to provide these learning opportunities and guide their attention so that learning in one area supports learning in others. (continue reading)
When teachers with a common vision work together over time, and have the lift of excellent professional learning, they develop a common knowledge about the nature of learning. (continue reading)
