Jennifer Serravallo, Stephanie Affinito, and Amanda Koonlaba wrap up this four-part series by suggesting that students be treated as real readers rather than being assigned "reading logs."


Tan Huynh, Rich Czyz, Christine Tennyson, Mara Lee Grayson, and Diane Mora write about what they prefer to use to encourage student reading rather than "reading logs."


Laura Robb, Melissa Miles, Ryan Huels, and Rinard Pugh share their thoughts on finding ways to help instill love of reading in students and keep abreast of their progress.


Mary Beth Nicklaus, Beth Jarzabek, Jennifer Casa-Todd, Jennifer Orr, and Leah Wilson contribute their thoughts on the use or nonuse of reading logs to document student reading at home.


It's important that students realize that writing, like reading and talking, will be a part of their continuing lives, say the authors of the new book "Preparing Students for Writing Beyond School."


All Classroom Q&A posts offering advice on the best ways to end the school year (from the past eight years!) are described and linked to in this compilation post.


The new question-of-the-week is: Should "reading logs" be assigned to students and, if not, what alternatives are available to teachers?


All Classroom Q&A posts offering advice on the best ways to begin the school year (from the past eight years!) are described and linked to in this compilation post.


Casey Schultz, Mandy Ellis, Dr. Carolyn Brown, Dr. Jerry Zimmermann, Kelly Wickham Hurst, and the late Dr. Kay MacPhee, who contributed a response prior to her death, discuss the role of phonics in reading instruction.


The new question-of-the-week is: What is the appropriate role of phonics in reading instruction?


The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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