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By: Reading Rockets (2011)
Keeping kids interested and motivated to read is sometimes a challenge. Learn how to effectively motivate young learners, including tips from kids for teachers and parents, classroom strategies that work, and guidance for motivating struggling readers, reluctant readers, and boys.
By: Reading Rockets (2011)
Get the basic facts about what it takes for a young child to learn to read, best practices in teaching reading, the importance of oral language in literacy development, why so many children struggle, and more in this overview.
By: Reading Rockets (2011)
Get ready for a really great school year. Find out what to look for during your school's open house and back-to-school night, tips for helping your child make a smooth transition from summer to school, how to establish homework routines, and even a booklist full of wonderful school-themed picture books to share.
By: Corrie Kelly (2011)
Reading intervention programs play an important role in helping all students become confident, skilled readers. There are lots of programs available to schools. If you are planning to purchase an intervention program for instruction, it is important to do your homework — and get as much information as you can about a program's benefits and effectiveness. This article provides basic comparative information about a range of commercially available intervention programs.
By: Ruth Heitin (2011)
Learning how to write individualized IEP goals is an important first step in developing your child's IEP. IEP goals should be SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
By: Reading Rockets (2010)
Homework is important, but helping children with homework isn't always easy. Here are some ways you can make homework easier for everyone!
By: Kathryn Glasswell and Michael P. Ford (2010)
Leveling mania has gripped many elementary schools. The use of carefully leveled texts designed to meet the developmental needs of many readers is a common feature in current reading programs. Although popular leveling systems — Reading Recovery, Benchmark texts, Lexiles — may vary in terms of the number of levels and discrimination among them, at the core they all attempt to classify texts in terms of their perceived difficulties for specific readers. In a desire to match readers to texts, books are scrutinized, classified, and sanctioned for reading only when the match between reader and text has been firmly established.
By: Ann Dolin (2010)
The summer is a time to unwind and relax for parents and kids alike, but learning should not come to a halt. By focusing on your child's interests, involving the family, and setting goals, you can motivate even the most reluctant learners
By: Paula Kluth (2010)
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.
By: Paula Kluth (2010)
Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
By: American Speech-Language-Hearing Association (2010)
It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an underidentified and underserved population.
By: National Center for Technology Innovation (2010)
To be scientifically literate, students must be able to express themselves appropriately. Learn how to help struggling students master specific vocabulary and be able to use it in their science writing activities.
By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) (2010)
Captioned or subtitled media is a great tool for teachers looking to differentiate classroom instruction — research has shown that ELLs, students with learning disabilities, and students who struggle academically may all benefit from following along with captions while watching a classroom video. Learn more about the benefits of captioned media and additional resources for captioned material in this article.
By: Louisa Moats and Carol Tolman (2009)
Additional and explicit instruction in phonological awareness is a critical component in helping fourth grade readers who struggle with phonological deficits. The exercises can be used as a warm-up prior to reading, spelling, or vocabulary instruction.
By: Susan Hall (2009)
Parents are often the first to suspect their child has a reading problem. An expert alerts parents to some of the earliest indicators of a reading difficulty.
By: Kristin Stanberry and Lee Swanson (2009)
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
By: Reading Rockets (2009)
For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with your child, families play another important role — being on the lookout for early signs of possible trouble.
By: Reading Rockets (2009)
Once your child moves into first, second, and third grade, being able to read fluently and comprehend what he or she reads become critical for future success in school.
By: Regina G. Richards (2008)
We all use strategies throughout our day to remember the variety of facts and ideas we need to retain. It is valuable for teachers, therapists, and parents to understand the memory process in order to become better equipped to help our students understand and use strategies.
By: Louisa Moats and Carol Tolman (2008)
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
By: American Speech-Language-Hearing Association (2008)
Answers to frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.
By: Reading Rockets (2008)
Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.
By: Reading Rockets (2008)
Tests are stressful for children of all ages, but necessary because they serve two important purposes: to find out how well an individual student is learning in the classroom, and to find out how well the school is meeting local and national benchmarks for student achievement. Here are some ways parents can help relieve test anxiety, stress, and pressure, as well as a guide to interpreting your child's test results.
By: Angela McRae and John T. Guthrie (2008)
Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students' reading by explicitly and systematically nourishing students' motivations as readers.
By: U.S. Department of Education (2007)
Teachers of English learners should devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or proficiencies work together on academic tasks in a structured fashion.
By: International Dyslexia Association (2007)
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
By: Reading Rockets (2007)
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
By: Lisamarie Sanders (2006)
Tutoring offers kids the special one-on-one attention that busy teachers often can't provide. From simple homework help to intensive work on basic skills, tutoring can offer just the boost your child needs to succeed.
By: Partnership for Learning (2006)
By: Lisamarie Sanders (2006)
By: Glenda Thorne (2006)
Effective and efficient memory is critical for reading and school success. Here are 10 strategies to help children develop their memories.
By: Louise Spear-Swerling (2006)
Children with vocabulary weaknesses are especially vulnerable to difficulties with reading comprehension from the middle elementary grades onward. Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and performance in content subjects such as social studies and science.
By: National Center for Learning Disabilities (NCLD) (2006)
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.
By: Louise Spear-Swerling (2006)
For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for identifying learning disabilities and developing appropriate accommodations.
By: Society for Neuroscience (2006)
By: Elizabeth Crawford and Joseph K. Torgesen (2006)
Improving the effectiveness of interventions for struggling readers is critical. It requires a school-level system for early identification of 'at risk' students and then providing those students with intensive interventions. This article describes what the Florida Center for Reading Research has learned by visiting Reading First schools that have demonstrated success in reaching struggling readers. School leaders will find ideas described here that can help them successfully meet the unique challenges within their own schools.
By: Glenda Thorne, Alice Thomas, and Candy Lawson (2005)
Here are 15 tactics that may help children enhance attention and manage attention problems.
By: Celeste Roseberry-McKibbin and Alejandro Brice (2005)
How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?
By: Joanne Meier and Karen Freck (2005)
Children come to our classrooms from so many different ability levels and backgrounds. As a teacher, it's important to recognize and know what to do to help a struggling reader.
By: Kathryn Drummond (2005)
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
By: Sally E. Shaywitz (2004)
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
By: Sally E. Shaywitz (2004)
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
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: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Sebastian Wren (2004)
There are many beliefs and a great deal of dogma associated with reading acquisition, and people are often reluctant to let go of their beliefs despite contradictory research evidence. Here are 10 of the most popular and most potentially pernicious myths that influence reading education.
By: Kathleen Bulloch (2004)
Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.
By: Kathleen Bulloch (2004)
Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.
By: Reading Rockets (2004)
What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
By: National Summer Learning Association (2004)
Research demonstrates that all students experience significant learning losses in procedural and factual knowledge during the summer months.
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.
By: Tyler Currie (2003)
Everyone said his 10-year-old student would never learn to read. For a long time, he believed it, too.
By: Reading Rockets (2003)
The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations.
By: Denise Johnson (2003)
Audiobooks have traditionally been used in schools by teachers of second-language learners, learning-disabled or -impaired students, and struggling readers or nonreaders. In many cases, audiobooks have proven successful in providing a way for these students to access literature and enjoy books. But they have not been widely used with average, avid, or gifted readers. This article lists the benefits of audiobooks for all students.
By: International Dyslexia Association (2002)
The International Dyslexia Association prepared this fact sheet describing reasonable accommodations involving materials, interactive instruction, and student performance to will help children with learning problems in general education and special education classrooms.
By: Richard Allington (2002)
This article by Richard Allington provides a clear-eyed view of what he believes matters most in teaching kids to read – effective and expert teachers.
By: Cynthia Warger (2001)
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)
There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.
By: Diane Henry Leipzig (2001)
First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties. Many schools are also equipped to provide extra help to the children who need it.
By: Diane Henry Leipzig (2001)
You may have a child in your life who isn't as successful with reading as you think he or she could be. The challenge is that not all reading difficulties look the same, and not all reading difficulties should be addressed in the same way.
By: Lori Rog and Paul Kropp (2001)
One of the keys to helping struggling readers is to provide them with books that they can and want to read. Fiction for struggling readers must have realistic characters, readable and convincing text, and a sense of the readers' interests and needs. Non-fiction books, newspapers, magazines, even comic books can hook students on reading.
By: Center for Effective Collaboration and Practice (2001)
Many teachers feel that they do not have enough time in the school day to work one-on-one with every student. Classwide Peer Tutoring is a way for all students to get one-on-one help and enough time to practice and learn. This brief looks at what peer tutoring is, what studies show about the effectiveness of peer tutoring, and how parents and teachers can support the practice in the classroom.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
When a child is having a language or reading problem, the reason could be simple to understand and deal with or it could be complicated. Often, children may just need more time to learn their language skills. On the other hand, some children might have trouble seeing, hearing, or speaking. Others may have a learning disability. If you think your child may have some kind of physical or learning problem, it is important to get help quickly.
By: G. Reid Lyon (2000)
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
By: Coordinated Campaign for Learning Disabilities (2000)
Parents are often the best educational advocates for their children, especially children with a learning disability. The Coordinated Campaign for Learning Disabilities (CCLD) has developed the following tips to help parents champion their child.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.
By: Susan Burns, Peg Griffin, and Catherine Snow (1999)
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
By: Learning Disabilities Association of America (1998)
For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Socioeconomic differences are conventionally indexed by such demographic variables as household income and parents' education and occupation, alone or in some weighted combination.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
English language learners are at risk for future reading difficulties for a number of reasons. Here are some factors all teachers of ELLs should know.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
By: Susan Gruskin, Kim Silverman, and Veda Bright (1997)
Parents who suspect their children have special needs can take several steps to make sure they get the support they need to help their children succeed. Find out some of these steps in these tips for parents.
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