Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
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.
All children deserve quality reading instruction that is based on research and best practices. How can you know if your child is getting good reading instruction at school? Find out what good reading instruction should look like and questions you should ask your child’s teacher.
Tier 1 instruction — or high-quality, evidence-based classroom instruction — is the heart of the MTSS framework. Good Tier 1 instruction is systematic, differentiated, and explicit.
There are a variety of grouping formats that are effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. Learn more about the research and implications for practice for using each format in the general education classroom.
One way to create effective literacy instruction for English learners in the elementary grades is to provide extensive and varied vocabulary instruction.
In today’s schools, too many children struggle with learning to read. We must become well-versed in science-based reading instruction in order to affect school-wide policy. And for our children, we must be sure they are receiving the best possible instruction in reading.
Drawing on instructional materials, classroom images, and observational data from research, the authors illustrate these principles: establishing efficient, rich routines for introducing target word meanings; providing review activities that promote deep processing of word meanings; responding directly to student confusion; and fostering universal participation in and accountability for vocabulary instruction.
Whole class? Small group? Or one-on-one instruction? How much time for each component of reading? Get the basics on effective grouping for reading instruction and a flexible example of an ELA block.
Effective school reading programs in schools share certain characteristics, from sound methods and materials to quality professional development and administrative practices. Learn about eight features of research-based school reading programs.
The National Reading Panel identified three predominant elements to support the development of reading comprehension skills: vocabulary instruction, active reading, and teacher preparation to deliver strategy instruction.
Word study is an approach to spelling instruction that moves away from a focus on memorization. The approach reflects what researchers have discovered about the alphabetic, pattern, and meaning layers of English orthography. This article describes nine tips for implementing a word study program in your classroom.
Learn about the strengths and weaknesses of Direct Instruction, a promising reading intervention program evaluated by the American Federation of Teachers in their series “Building on the Best, Learning from What Works.”
Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading.
Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a “chief” coach for teachers by designing and supporting strong classroom level instructional coaching. Here’s how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.
Many school districts have adopted instructional coaching as a model for teachers’ professional development. This brief offers guidance on how school leaders can tailor the most promising coaching strategies to the needs of their schools.
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.
Differentiated instruction is based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
