Podcast
Questions and Answers
Why is it important for teachers to know how reading works?
Why is it important for teachers to know how reading works?
To help identify and tackle learners' reading problems effectively.
What is the significance of understanding the difference between decoding and comprehension processes in reading?
What is the significance of understanding the difference between decoding and comprehension processes in reading?
It helps teachers address reading challenges in students more effectively.
How does having content knowledge of reading benefit teachers in teaching?
How does having content knowledge of reading benefit teachers in teaching?
It allows teachers to help students become good readers who can 'read to learn' effectively.
Why is being a specialist in a subject not always sufficient to be a good teacher?
Why is being a specialist in a subject not always sufficient to be a good teacher?
In what ways does knowledge about reading impact teachers' ability to teach effectively?
In what ways does knowledge about reading impact teachers' ability to teach effectively?
How can research findings from scholars in Linguistics inform teachers' understanding of reading?
How can research findings from scholars in Linguistics inform teachers' understanding of reading?
What are some possible reasons why teachers may feel hesitant about incorporating research findings into their teaching practices?
What are some possible reasons why teachers may feel hesitant about incorporating research findings into their teaching practices?
How do language and learning difficulties, like dyslexia, impact learners' reading abilities?
How do language and learning difficulties, like dyslexia, impact learners' reading abilities?
Why is it essential for teachers to consider and apply the insights gained from research programs?
Why is it essential for teachers to consider and apply the insights gained from research programs?
In what ways can researchers contribute to teachers' professional development despite not being classroom teachers themselves?
In what ways can researchers contribute to teachers' professional development despite not being classroom teachers themselves?
