For Other Professionals
e-mail
print
shareDisplay: Summaries | Titles only
By: Barbara Marinak and Linda Gambrell (2009)
Exposing young children to informational text early on can help them to handle the literacy demands of fourth grade and beyond. Practical instructional techniques can be used to promote understanding and enjoyment of informational texts. The three techniques described here — Text Impression, Guiding Questions, and the Retelling Pyramid — can help children become familiar with the language and structure of non-fiction books.
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: PBS KIDS Raising Readers (2009)
Everyday activities are a natural and effective way to begin teaching your young child about letters and words. Download and print these colorful "take-along" activities the next time you go to the grocery store or farmer's market. Turn your regular trip into a reading adventure!
By: Portland Public Schools (OR) and Colorín Colorado (2009)
By: Colorín Colorado (2009)
On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system. There are a number of things you can do to help make ELLs' transitions as smooth as possible.
By: Reading Rockets (2009)
By: Thomas Toch and Robert Rothman (2008)
Comprehensive methods of evaluating teachers that avoid the typical "drive-by" evaluations can promote improvements in teaching.
By: Louisa Moats and Carol Tolman (2008)
Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.
By: Louisa Moats and Carol Tolman (2008)
Learn the six types of syllables found in English orthography, why it's important to teach syllables, and the sequence in which students learn about both spoken and written syllables.
By: Louisa Moats and Carol Tolman (2008)
English is a layer-cake language. Not only is it organized to represent sounds, syllables, and morphemes, but its spellings are derived from several languages that were amalgamated over hundreds of years due to political and social changes in Great Britain.
By: Louisa Moats and Carol Tolman (2008)
English orthography, or the English spelling system, may not be as transparent or easy to spell as Spanish, Italian, or Serbo-Croatian, but it's not crazy! Most English word spellings can be explained and most English words do follow spelling patterns.
By: Susan M. Ebbers (2008)
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
By: Reading Rockets (2008)
It's time to head back to school. And while kids are stuffing their backpacks with new school supplies, we're packing a different sort of bag here at Reading Rockets — one filled with resources to help make one of the most important evening events of the school year really sparkle — Back-to-School Night.
By: Susan Hall (2008)
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
By: Stan Paine (2008)
How can school leaders support school-wide reading initiatives? Here are keys to leading the way in the areas of reading curriculum, instruction, assessment, and motivation.
By: The Center for Comprehensive School Reform and Improvement (2008)
This research brief from the Center for Comprehensive School Reform and Improvement looks at what research exists, and what it says about drawing on the skills of experienced teachers to facilitate school improvement.
By: GreatSchools Editorial Staff (2007)
If you're thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the prospective evaluator.
By: Louisa Moats (2006)
Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
By: Isabel Beck, Margaret McKeown, and Linda Kucan (2002)
- For older articles, see the Top Articles Archives >
