Explicit instruction is a purposeful way of teaching students, where instruction is systematic, direct, engaging, and success oriented — and has been shown to promote achievement for all students.
The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.
Concept-Oriented Reading Instruction (CORI) teaches children reading comprehension through the integration of science and reading. Learn more about how CORI aims enhances students’ reading engagement in order to increase reading ability.
Don’t know a morpheme from a phoneme? Find out what these and other words mean in this glossary of commonly used terms related to reading, literacy, and reading instruction.
In this webcast, Carol Ann Tomlinson, G. Michael Pressley, and Louise Spear-Swerling outline the most effective strategies teachers can use to address the many different needs of each of their students — so that all kids get the chance to learn to read.
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.
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs,(c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies.
Leaders at the Arlington County (Virginia) NAACP call on the Superintendent of APS Public Schools to adopt evidence-based reading instruction in every district K-3 classroom. Our children’s literacy is a critical civil rights and equity issue. Every child has the right to consistent, high-quality instruction.
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving outcomes for students with disabilities and those who struggle. This brief shows the promise of these practices in advancing educator preparation and practice.
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.
Alphabetics is a term for the letter-sound elements of learning to read, including phonemic awareness and phonics. In this summary, find out what practices for teaching alphabetics have been proven effective by research.
According to research, some instructional methods for teaching reading are more effective than others. Find out what the National Reading Panel’s review of the research revealed about best practices in reading instruction.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
Texts that are challenging and that represent a wide range of genres and content areas need to play much bigger roles in comprehension instruction. These texts expose students to rich content and vocabulary and can help build knowledge.
This influential 1998 report was developed by The Committee for the Prevention of Reading Difficulties in Young Children, established by the National Academy of Sciences to study the comparative effectiveness of interventions for young children who are at risk of having problems learning to read. The primary goal of the project was to translate the research findings about reading into advice and guidance for parents, educators, and others involved in the literacy development of young children.
This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas, organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and content.
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.
What does good elementary literacy instruction look like? In this article, Allington identifies and discusses about these six features: time, texts, teach, talk, tasks, and test.
