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By: Colorín Colorado (2007)
Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student's ability to learn new words.
By: Lea M. McGee and Judith Schickedanz (2007)
Research has demonstrated that the most effective read-alouds are those where children are actively involved asking and answering questions and making predictions, rather than passively listening. This article describes in detail a technique for a three-step interactive read-aloud using sophisticated storybooks.
By: American Federation of Teachers (2004)
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
By: Marilyn J. Adams, Barbara Foorman, Ingvar Lundberg, and Terri Beeler (2004)
Activities that stimulate phonemic awareness in preschool and elementary school children are one sure way to get a child ready for reading! Here are eight of them from expert Marilyn Jager Adams.
By: Southwest Educational Development Laboratory (2004)
Hearing the difference between similar sounding words such as grow and glow is easy for most children, but not for all children. Children who unable to hear these differences will be confused when these words appear in context, and their comprehension skills will suffer dramatically.
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