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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: American Speech-Language-Hearing Association (2008)
Every child is unique and has an individual rate of development. This chart represents, on average, the age by which most children will accomplish skills in hearing, understanding, and talking.
By: Reading Rockets (2008)
This article lists some milestones to look for as your child's handwriting skills begin to develop. The article also describes some signs and symptoms of dysgraphia, a learning disability that affects a child's handwriting and ability to hold a pen, pencil, or crayon.
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)
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: Project Appleseed (2008)
One way to start improving your school's parent-school partnerships is by assessing present practices. This checklist can help you evaluate how well your school is reaching out to parents.
By: Voice of America (2008)
This article describes the basic facts about dyslexia, a learning disability that most commonly affects reading, spelling, and writing.
By: LD OnLine (2008)
Learning disabilities (LD) come in several forms. Learn more about them, how they're identified — and what type of instruction benefits students with LD.
By: Reading Rockets (2008)
By: American Federation of Teachers (2008)
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
By: Jerome J. Schultz (2008)
The director of Learning Lab at Lesley University, explains that dyslexia is regarded as a neurobiological condition that is genetic in origin, which means it can run in families.
By: Rindi Baildon and Mark Baildon (2008)
This study of fourth grade students indicates that the use of a "research resource guide" increases student independence during the research process. The article describes approaches to support students in making determinations about the readability, trustworthiness, and usefulness of sources of information.
By: Jan Hasbrouck (2008)
Teachers do their best to improve students’ fluency, but sometimes the information they have to work with is incomplete and, therefore, leads them down the wrong path. For example, silent reading or 'Round Robin' reading seem like good ways to improve fluency. But, in fact, increasing fluency requires more practice, more support, and more guided oral reading than either of these strategies can deliver.
By: Jan Hasbrouck (2008)
What should fluency instruction look like? And, what can teachers do to help students whose fluency is far behind their peers'? This article should help practitioners use of fluency-based assessments and select instructional practices.
By: National Center for Technology Innovation (2008)
With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a program that will most benefit a particular student? Where are product reviews that can inform the decision?
By: Kristina Robertson (2008)
Educators may wonder how to hold an effective parent-teacher conference with the parents of English language learners if they can't communicate comfortably in English. Here we provide a number of tips that will help you bridge the language gap, take cultural expectations about education into account, and provide your students' parents with the information they need about their children's progress in school.
By: Kristina Robertson (2008)
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: E. Sutton Flynt and William G. Brozo (2008)
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research, and offers some practical suggestions for teachers.
By: Reading Rockets (2008)
Starting a home library for your child shows him/her how important books are. Having books of his/her own in a special place boosts the chance that your child will want to read even more. Here are some ideas for creating your own home library.
By: American Speech-Language-Hearing Association (2008)
The American Speech-Language-Hearing Association offers these age-appropriate ways that parents can engage their young children to help develop speech and language abilities.
By: Ann-Marie Foucault (2008)
What is differentiated instruction and how can it help your child? This article helps parents understand and support differentiation in the classroom.
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