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The primary mission of Reading Rockets is to provide resources to help parents and educators support struggling readers. This section contains important articles about why learning to read can be difficult and what teachers and parents can do to help. Be sure to also see the Strategies to Help Struggling Readers section.
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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: 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: Louisa Moats and Carol Tolman (2008)
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: 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: 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 of 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: 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: Joe Torgenson, et al. (2007)
This article, excerpted from a larger guidance document from the Center on Instruction, looks at what research tells us about helping students who read below grade level, and highlights the following findings: 1) schools must provide varied instructional support, based on the degree and nature of the student's difficulty; 2) it is important for students to learn comprehension strategies, and strategy instruction should be coordinated between literacy specialists and content-area teachers; and 3) more research is needed to prove which instructional improvements are really effective.
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: Lisamarie Sanders (2006)
Tutoring can offer kids the one-on-one attention 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: 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: American Speech-Language-Hearing Association (2005)
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: American Speech-Language-Hearing Association (2005)
The following are frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.
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)
Find out how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
- For older articles, see the Struggling Readers Archives >
