Knowledge Matters

We champion the role of content knowledge in the sciences of reading and learning.

[Knowledge Matters @KnowledgeMatrs]

What does cognitive science tell us about reading fluency?

Join Kyair Butts, Melissa Orkin & Maryanne Wolf for Faster Fluency on Nov. 3 at 4:30 ET.

Register: https://t.co/hVEjyr88fA

[Jean Seigne @JeanSeigneHG]

@natwexler fait une remarque essentielle. Après la saison 1 sur l'enseignement de la lecture et la saison 2 sur l'instruction directe, il manque un élément crucial à l'excellente série de podcasts de @ehanford : l'importance du savoir. Et si la saison 3 parlait de E. D. Hirsch ?

[Knowledge Matters @KnowledgeMatrs]

🧠 What does cognitive science look like in the classroom?

Join Kyair Butts, Melissa Orkin and Maryanne Wolf for Faster Fluency!

📅 Nov. 3 | 4:30 PM ET

Explore how fluency supports learning and higher-order thinking.

Register: https://t.co/hVEjyr88fA

[Deans for Impact (DFI) @deansforimpact]

How can aspiring and novice teachers learn to evaluate high-quality instructional materials (#HQIM)? Our 4 asynchronous modules follow a research-based sequence to help them understand, analyze, and apply HQIM.

Access them here: https://t.co/Y44qaPBI6U

[Robert Pondiscio @rpondiscio]

The new season of @ehanford 's "Sold a Story" goes live today. The first season showed how teachers had been misled about reading instruction. Season two poses an even harder challenge. My review:

https://t.co/DIpkLzqOv3

[Knowledge Matters @KnowledgeMatrs]

How we teach AND what we teach.

@natwexler Wexler offers a thoughtful caution on Sold a Story Season 2: Engelmann’s focus on instruction and Hirsch’s focus on knowledge are both essential.

We can’t leave knowledge out of the conversation.

https://t.co/RzXGM95XrV

[Aristocratic Educator @TradamWest]

@rpondiscio @KnowledgeMatrs I’m finally making headway with admins about this for ELA instruction too. You can’t do ELA stuff like make inferences if you have no information to inference about and no experience doing it or seeing it done correctly.

[Knowledge Matters @KnowledgeMatrs]

Knowledge isn’t at the bottom of Bloom’s Taxonomy because it matters least. It’s the foundation for everything that follows.

@C_Hendrick reminds us that higher-order thinking depends on what we know.

#KnowledgeMatters💙

https://t.co/HOBY3TbHRC

[Rod @rodjnaquin]

I'm a big fan of what Kristen McQuillan argues: while schools adopt strong phonics programs, they neglect comprehensive reading comprehension curriculum. She calls for clearer vocabulary distinguishing foundational skills programs (UFLI), full literacy curricula (CKLA), supplements, and instructional approaches—so schools build complete literacy systems, not fragmented ones.
https://t.co/n6dWFV8cnH

[Pamela Snow @PCSnow1604]

Every class has what I’ve termed “SWANs�� - Students With Additional Needs. Sometimes those needs are known and identified, sometimes they’re not. But there’s huge hidden alignment between trauma-informed teaching and learning science/cognitive load theory; hence many of these students’ attentional and self-regulation needs will be at least partially addressed via high quality explicit teaching in calm, predictable environments with strong classroom routines.

https://t.co/c72IAJKxcG

[Robert Pondiscio @rpondiscio]

Somewhere E.D. Hirsch Jr. says, “I told you so.”

[Robert Pondiscio @rpondiscio]

I'm not breaking the embargo on the episodes I've been invited to review to say it's not what I expected, and will challenge education orthodoxy far beyond the first series.

Brace yourselves.

[Pamela Snow @PCSnow1604]

What a fascinating deep dive. Thanks @C_Hendrick.

“Bloom’s name is now routinely invoked, and often derided, in connection with a pyramid he did not create. I think this does him a considerable disservice. His real contribution was not the idea that teachers should spend less time on knowledge and more time on higher order thinking. In fact it was almost the opposite, his whole focus was on how expertise and high performing skill is constructed and how knowledge works in service of that”.

[Knowledge Matters @KnowledgeMatrs]

🍂 Missed Season 2 of @HistoryMatrs podcast when it dropped this summer?

Fall is a great time to catch up! In Ep. 2, we explore why students need BOTH foundational reading skills and knowledge-rich instruction.

🎧 https://t.co/gwjpjLcCFz

[Joanne Jacobs @JoanneLeeJacobs]

"Knowledge is what we think with."
https://t.co/BZsiudVMBu

[Knowledge Matters @KnowledgeMatrs]

Vocabulary builds more than language. It builds knowledge!

Knowledge Matters Scientific Advisory Committee member Dr. @SoniaCabell shares how content-rich conversations strengthen vocabulary, knowledge, and comprehension.

https://t.co/rfl7f5nH8F

[Stephen Chiger @SteveChiger]

What a terrific way to think about how to support students. Same bar, different supports. Hear, hear!

[Joanne Jacobs @JoanneLeeJacobs]

High-expectations teaching -- with help for those with need it -- works. Differentiation is forever. Students who started behind stay behind.
https://t.co/4SpBMRgGEZ

@mcglynn3 @ReadingShanahan @CommonLit @oliviajune82 @rpondiscio @Parents4RJ @natwexler @HKorbey @KevinMahnken

[Joanne Jacobs @JoanneLeeJacobs]

Writing isn't important, says professor who lets student use AI. Discussion can develop "real-time" thinking skills. What about reflection?
https://t.co/bQm3T0WXw3

@natwexler @MichaelPetrilli @greg_ashman @C_Hendrick @DTWillingham @karenvaites @larissaphillip

[Ruth Joy @RuthJoy96960173]

I find it sad that we have to make the case for giving kids knowledge. That shouldn't be controversial. But here we are.