
Melissa & Lori Love Literacy ® Helping Students Read Entire Books with Doug Lemov, Colleen Driggs, and Erica Woolway
Books Require Sustained Attention
- Reading whole books has declined due to fractured attention and an emphasis on isolated reading 'skills.'
- Books uniquely require sustained focus and provide richer cognitive and social learning than short passages.
Skills Alone Don't Build Comprehension
- Treating reading as isolated 'skills' makes texts interchangeable and crowds out whole books.
- Long texts build domain knowledge and context that isolated skill practice cannot replicate.
Stories Are Cognitively Privileged
- Stories are cognitively privileged: we remember and learn more from narrative than from dry expository text.
- Long-form reading builds empathy, cultural capital, and the ability to change perspective over time.
















































Episode 239
Experts Doug Lemov, Colleen Driggs, and Erica Woolway join Melissa & Lori to tackle one of the biggest questions in teaching today: What happened to reading whole books in school? From the pull of digital distractions to the rise of skill-focused instruction, they explore why diving into full texts matters more than ever. You’ll hear inspiring ideas for making books come alive in the classroom, the magic of read-alouds, and the power of close reading. Plus, each guest reveals their favorite book to teach. Reading entire books ignites curiosity, builds stamina, and so much more.
Resources
- The Teach Like A Champion Guide to the Science of Reading (book)
- Teach Like A Champion (Website - Resources, Workshops, Blogs, & More!)
- Close Reading: Uncover Deeper Meaning (blog)
- The Indispensable Power of [Full] Books (blog)
- Melissa & Lori Podcast Knowledge & Comprehension (Daniel Willingham & Barbara Davidson)
We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.
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