Decodable text is a type of text used in beginning reading instruction. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letter–sound relationships that have been taught to the new reader. This list of links, compiled by The Reading League, includes decodable text sources for students in grades K-2, 3-8, teens, and all ages.
All kindergarten, first-grade, and second-grade teachers — as well as reading interventionists — should teach students to keep their eyes on the words on the page so that they do not have to later struggle with breaking a habit that hampers effective, efficient reading.
An almost universal habit that struggling readers exhibit is looking up from the words when reading. Learn the three primary reasons why students look up as they read, and then find out how to respond to each case in the most effective way.
Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to “rethink” teaching of high-frequency words.
The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.
Students with ASD can have strengths or challenges in either word recognition and language comprehension that will impact reading comprehension. It is important to assess, monitor, and track the word recognition or decoding skills and language comprehension skills as you evaluate reading comprehension.
If you are planning to purchase a literacy program for instruction, get as much information as you can about a program's benefits and effectiveness. This article provides basic comparative information about a range of commercially available literacy programs.
This ILA brief explains the basics of phonics for parents, offering guidance on phonics for emerging readers, phonological awareness, word study, approaches to teaching phonics, and teaching English learners.
Teaching experience supports a multi-sensory instruction approach in the early grades to improve phonemic awareness, phonics, and reading comprehension skills. Multi-sensory instruction combines listening, speaking, reading, and a tactile or kinesthetic activity.
Just a few pages from your newspaper can be turned into lots of early learning activities. Here you'll find "letters and words" activities for the youngest, plus fun writing prompts and tips on how to read and analyze the news for older kids.
Letters are all around us! Here are some ideas on how to use print found in your everyday environment to help develop your child's reading skills.
A simple trip to the grocery store can turn into a real learning experience for your preschooler. Below are some easy ways to build literacy and math skills while getting your shopping done at the same time!
Although we may not be aware of it, we do not skip over words, read print selectively, or recognize words by sampling a few letters of the print, as whole language theorists proposed in the 1970s. Reading is accomplished with letter-by-letter processing of the word.
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.
Focus on reading readiness and enjoy winter holidays at the same time with these simple activities you can incorporate into your preschooler's daily routine.
As a parent of a beginning reader, it's important to support your child's reading efforts in a positive way and help them along the reading path. Here's a little information about beginning readers, and a few pointers to keep in mind.
Even the youngest child is somewhere on the path to becoming a reader. As a parent, it's important to support your child's efforts in a positive way and help him or her along the reading path. Here's a little information about emergent readers, and a few pointers to keep in mind.
The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.
Find out what the scientific research says about effective phonics instruction. It begins with instruction that is systematic and explicit.
This article illustrates the difference between being able to decode words on a page and being able to derive meaning from the words and the concepts they are trying to convey.
An informal assessment of phonic elements, including what the assessment measures, when is should be assessed, examples of questions, and the age or grade at which the assessment should be mastered.
An informal assessment of letter/sound recognition, including what the assessment measures, when is should be assessed, examples of questions, and the age or grade at which the assessment should be mastered.
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!
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.
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.
Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling.
Thinking about the sounds in words is not natural, but it can be fun. Here are some games children can play to develop phonemic awareness, as well as a method for segmenting words that prevents children from distorting the pronunciation of the phonemes.
Early experiences with sounds and letters help children learn to read. This article makes recommendations for teaching phonemic awareness, sound-spelling correspondences, and decoding, and includes activities for parents to support children's development of these skills.
Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. In first grade, children begin to read simple stories and can write about a topic that is meaningful to them. Find out what parents and teachers can do to support first grade literacy skills.
Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. In kindergarten, children develop basic concepts of print and begin to engage in and experiment with reading and writing. Find out what parents and teachers can do to support kindergarten literacy skills.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
As children learn some letter-sound matches and start to read, they also begin to experiment with writing. These activities can be used with children to develop their writing and spelling abilities.
There are several informal assessment tools for assessing various components of reading. The following are ten suggested tools for teachers to use.