This booklet summarizes what National Reading Panel researchers have discovered about how to teach children to read successfully. The guide lists the main research findings related to phonemic awareness, phonics, fluency, vocabulary, and text comprehension and suggests best instructional practices in each area.
The powerful combination of systematic vocabulary instruction and expanded learning time has the potential to address the large and long-standing literacy gaps in U.S. public schools, particularly with low-income students and English language learners.
Calendars help young children learn the basics of the days of the week and the months of the year. Your family calendar offers opportunities for other learning as well, including vocabulary, sequencing, and math.
This article answers four common questions teachers have about vocabulary instruction, including what words to teach and how well students should know vocabulary words.
If you’re thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the prospective evaluator.
Use Bloom’s Taxonomy to teach students how to generate questions while reading. Research shows that generating questions at different levels of thinking can strengthen students’ memory, integration and identification of main ideas, and overall comprehension.
Questioning the author (QtA) is a strategy that engages students actively with a text. Rather than reading and taking information from a text, the QtA strategy encourages students to ask questions of the author and the text.
The question-answer relationship (QAR) comprehension strategy teaches students how to ask key questions about their reading, and then how to find the answers to their questions — whether it means locating a specific fact, drawing an inference, or connecting the reading to their own experience.
