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By: Mark Stricherz (2001)
The National Association for Elementary School Principals has released a booklet on what principals should know and be able to do. Learn about their recommendations, including a focus on instructional leadership and six steps to raise test scores.
By: Beverley B. Swanson (2001)
This advice for parents details what they can do to help preschoolers become readers, and help school-age children improve their reading skills.
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: 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 its own textual integrity: realistic characters, readable and convincing text, and a sense of the readers' interests and needs. Texts such as non-fiction books, newspapers, magazines and even comic books can also hook students into reading.
By: Partnership for Reading (2001)
The following are answers to frequent questions teachers have about writing instruction.
By: Partnership for Reading (2001)
Fluency develops gradually over time and through practice. At the earliest stage of reading development, students' oral reading is slow and labored because students are just learning to "break the code" – to attach sounds to letters and to blend letter sounds into recognizable words.
By: Partnership for Reading (2001)
Phonemic awareness is the ability to identify, hear, and manipulate the individual sounds in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words.
By: Chia-Hui Lin (2001)
Teaching reading and writing to young children in American has always been an area of controversy and debate (Teale & Yokota, 2000), and it remains so today. The purpose of this article is to review various research studies and to identify essential elements of effective early literacy classroom instruction.
By: Grover J. (Russ) Whitehurst (2001)
Reading skills provide a critical foundation for children's academic success. Children who read well read more and, as a result, acquire more knowledge in numerous domains.
By: National Institute of Child Health and Human Development (2000)
Fluency, reading in a fast and fluid manner, is what often distinguishes to observers the reading performance of a good reader from a poor reader. Find out what the research says about the two most common instructional methods for developing fluency: guided oral reading and independent silent reading.
By: International Reading Association (2000)
Every child deserves excellent reading teachers because teachers make a difference in children's reading achievement and motivation to read.
By: Aida Walqui (2000)
Learning a second language is hard, but it can be made easier when the teacher knows a bit about the similarities between the first and second languages, and can successfully motivate students.
By: National Institute of Child Health and Human Development (2000)
Comprehension is critically important to the development of children's reading skills and therefore to the ability to obtain an education. Indeed, reading comprehension has come to be the "essence of reading" (Durkin, 1993), essential not only to academic learning in all subject areas but to lifelong learning as well.
By: American Library Association (2000)
From preserving our past to breaking down boundaries, libraries serve to improve our democracy and our lives. Learn twelve ways they improve our country in this tribute to libraries.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at the age of three to four.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at the following age levels: birth to three, three to four, age five, and age six.
By: Lisa Küpper and Jean Kohanek (2000)
From annual goals to special education services, there are certain categories of information required by law to be included in a student's Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP's.
By: National Institute for Urban School Improvement (2000)
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
By: Lisa Küpper and Jean Kohanek (2000)
Parents and teachers as well as other professionals are required by law to be involved in writing a student's IEP. Find out about the members of an IEP team and the roles they play.
By: Lisa Küpper and Jean Kohanek (2000)
The special education process under IDEA is designed to ensure that each individual child's needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
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