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Reading Rockets offers hundreds of articles that provide research-based and best-practice information for educators, parents, and others concerned about reading achievement. You can browse our articles by date or title, or organized by topic.
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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: U.S. Department of Education (2007)
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
By: U.S. Department of Education (2007)
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
By: U.S. Department of Education (2007)
Most scholars believe that instruction in academic English — done early, consistently, and simultaneously across content areas — can make a difference in English learners’ ability to understand the core curriculum.
By: U.S. Department of Education (2007)
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
By: National Council of Teachers of English (2007)
Because success with technology depends largely upon critical thinking and reflection, teachers with relatively little technological skill can provide useful instruction. But schools must support these teachers by providing professional development and up-to-date technology for use in classrooms.
By: Kristina Robertson (2007)
As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students’ background knowledge and experiences, can be an effective way to bridge those gaps and to make the content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.
By: Rachael Walker (2007)
Where can your school, library, or community group find free or low-cost books for kids? There are a number of national organizations and programs that can help!
By: Newspaper Association of America Foundation (2007)
Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.
By: Peter W. D. Wright and Pamela Darr Wright (2007)
Learn to develop the evidence that you need to support your belief that your child is not receiving the right help in school. You need to know the facts about your child as described in tests and evaluations. Peter and Pamela Wright, from Wrightslaw, tell you how to interpret and chart your child's test scores, describe your child's progress in graphs, and successfully communicate with the educators who are making decisions about your child.
By: Reading Rockets (2007)
During the holiday season, consider adding some new traditions for your family that will make meaningful memories and strengthen foundations for reading and learning success.
By: Reading Rockets (2007)
By: PACER Center (2007)
This overview walks parents through each step of the special education process. PACER Center, author of this article, describes what happens from the time a child is referred for evaluation through the development of an individualized education program (IEP).
A School-to-Home Project
By: Reading Rockets (2007)
The home is the child’s first classroom and parents are the first teachers. Parents who read to their children everyday and talk about what they are reading together promote a joy of reading and literacy achievement. How can teachers encourage reading at home and support the role of parents as educators? One way is through the use of Family Literacy Bags — a theme-based collection of books and related interactive activities that kids bring home from school to share with their family.
By: National Center for Family Literacy (2007)
Do you enjoy reading? Do you look at the newspaper? Read magazines? Go to the library? Chances are, if you do any of these activities, your preschool child is on his way to becoming a reader.
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: National Center for Education Statistics (2007)
The National Assessment of Educational Progress (NAEP) — a.k.a. The Nation's Report Card — is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. This article contains some of the results of the most recent NAEP assessment in reading and compares them to results from assessments in 2005 and in the first year data were available, usually 1992.
By: Reading Rockets (2007)
Some preschools schedule meetings during the year to talk about your child's progress. Here are some tips to make the most of those meetings.
By: Reading Rockets (2007)
By: Suzanne Irujo (2007)
In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.
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