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.
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.
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.
Get the basics on how to support the literacy achievement of your English language learners. You’ll find instructional strategies based on the five components of reading as well as oral language and the role of students’ home language.
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This article provides sample reading lessons in phonemic awareness, phonics, fluency, vocabulary, and comprehension to support special education instructors, reading interventionists, and others working with students who struggle with reading.
Teaching reading and writing to young children in American has always been an area of controversy and debate (Teale & Yokota, 2000), and it remains so today. The purpose of this article is to review various research studies and to identify essential elements of effective early literacy classroom instruction.
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 article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.
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.
You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
A word wall is a visible display in a classroom that features a collection of words students are studying. Word walls can focus on high-frequency words, word study examples, academic language, and words that are introduced in the content areas. They can be used to support phonics, spelling, vocabulary, comprehension, and writing.
Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of individual speech sounds, or phonemes. A child’s skill in phonological and phonemic awareness is a good predictor of later reading success or difficulty.
