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By: Laurie Fry (2004)
The parent-teacher conference can be a stressful time for both parents and teachers – even more so if your child possibly has a problem. This article offers strategies for getting the most out of the conference, and also includes stories from veteran teachers of successful (and not-so-successful) parent-teacher conferences.
By: Roger Farr and Jenny Conner (2004)
Students need to think while they are reading. By using modeling, coached practice, and reflection, you can teach your students strategies to help them think while they read and build their comprehension.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
By: CanTeach (2004)
Children work at different paces. Here are some suggestions for how to keep your speedy workers occupied while their classmates finish their assignments.
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. 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: Marilyn J. Adams, Barbara Foorman, Ingvar Lundberg, and Terri Beeler (2004)
Activities that stimulate phonemic awareness in preschool and elementary school children are one sure way to get a child ready for reading! Here are eight of them from expert Marilyn Jager Adams.
By: Kirsten Miller, David Snow, and Patricia Lauer (2004)
Developing an afterschool or summer school program? This checklist will make sure you structure it for success!
By: The Access Center (2004)
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.
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.
By: Reading Rockets (2004)
How can you help kids develop print awareness? Here are some sample questions and prompts you can use before, during, and after a read aloud activity to help children activate basic knowledge about print and books.
By: Pamela A. Solvie (2004)
Learn the basics of how a digital whiteboard works and potential benefits of using the technology in early literacy instruction. Results of a research study in a first grade classroom reveal that digital whiteboards are effective as an organizational tool for lesson preparation and followup instruction; provide opportunities for scaffolded learning; and stimulate greater student engagement.
By: Akimi Gibson (2004)
This article provides tutors with proven techniques for helping students acquire comprehension skills and strategies. In addition to building background knowledge about comprehension, it looks at six comprehension strategies and activities that support each strategy.
By: Lisa Trei (2003)
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.
By: Between the Lions (2003)
Creating a word family chart with the whole class or a small group builds phonemic awareness, a key to success in reading. Students will see how words look alike at the end if they sound alike at the end - a valuable discovery about our alphabetic writing system. They'll also see that one little chunk (in this case -an) can unlock lots of words!
By: Lynn S. Fuchs and Douglas Fuchs (2003)
Progress monitoring is an assessment technique that tells teachers how and when to adjust curriculum so that students meet benchmark goals by the end of the year. This research shows that progress monitoring is an effective way to set and meet academic goals.
By: Beth Antunez (2002)
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.
By: Isabel Beck, Margaret McKeown, and Linda Kucan (2002)
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.
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