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By: Reading Rockets (2009)
By: Louisa Moats and Carol Tolman (2008)
Human brains are naturally wired to speak; they are not naturally wired to read and write. With teaching, children typically learn to read at about age 5 or 6 and need several years to master the skill.
By: Reading Rockets (2008)
Reading Rockets has developed a set of family literacy bags to encourage hands-on fun and learning centered around paired fiction and nonfiction books.
By: Reading Rockets (2008)
By: Reading Rockets (2008)
Writing is a terrific way for children to express their thoughts, creativity, and uniqueness. It is also a fundamental way in which children learn to organize ideas. And learning to write well helps children to be better readers.
By: Reading Rockets (2007)
By: Reading Rockets (2007)
By: National Institute for Literacy Publication (2007)
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.
By: National Association for the Education of Young Children (2005)
Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions.
By: National Institute for Literacy (2005)
Teachers can strengthen instruction and protect their students' valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This article provides a brief introduction to understanding and using scientifically based research.
By: U.S. Department of Education (2004)
What parents do or don't do in the preschool years has a lasting impact on children's reading ability. Learn some facts about the importance and need for literacy experiences in the primary grades.
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: Partnership for Reading (2004)
These findings of the National Reading Panel offer a wealth of detailed information on strategies that have proven to work in reading instruction.
By: Jane McFann (2004)
The statistics are consistent: Young male readers lag behind their female counterparts in literacy skills. This article looks at the social, psychological, and developmental reasons why, and suggests solutions — including the need for more men to become role models for reading.
By: Texas Education Agency (2002)
Children's knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequences of letters.
By: Judith Gold and Akimi Gibson (2001)
This article discusses the power of reading aloud and goes a step further to discuss the power of thinking out loud while reading to children as a way to highlight the strategies used by thoughtful readers.
By: Diane Henry Leipzig (2001)
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
By: Diane Henry Leipzig (2001)
Get information about learning to read and facts about reading difficulties in this overview of ten basic points about reading.
By: Diane Henry Leipzig (2001)
It's not an easy thing, learning to read. This article provides a brief overview of what is involved and what parents, teachers, and everyone else who touches the life of a child can do to help those who struggle.
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