Discussion and planning, less emphasis on spelling and handwriting during drafting, and lots of chances to write during class can all help build writing fluency.
How can classroom reading instruction help poor readers — indeed, all students — become more like good readers? Research suggests that the answer may lie in providing students with instruction that both teaches them the comprehension strategies that work so well for good readers and helps them to develop the necessary metacognitive awareness of how and when to use these strategies.
Get the answers to frequently asked questions about accessing e-text through the National Instructional Materials Access Center (NIMAC). Find out how to obtain e-text so that students with learning disabilities can get printed material in the format they need.
Semantic maps (or graphic organizers) help students, especially struggling students and those with disabilities, to identify, understand, and recall the meaning of words they read in the text.
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.
Sight vocabulary instruction as being less about memorizing a list of words, and more about learning how to recognize and remember words. Research shows that as students get better with decoding, remembering sight words becomes easier.
Rather than reducing text demands, we should offer instructional and emotional supports that build comprehension and motivation — be positive and encouraging and focus reading lessons on texts worth reading.
The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing and implementing an effective IEP requires teamwork. So, who’s on the team?
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
Children progress through certain stages of spelling development. Knowing this progression allows teachers to compel development through their instruction. Find out strategies for doing so in this article, such as promoting the use of invented spelling in the early stages.
Today’s Independent Reading (IR) programs differ significantly from SSR and DEAR. Effective IR programs require active teacher engagement, time, a broad range of leveled texts, talk around texts, and differentiated instruction. The benefits are well worth it: increased student achievement, motivation, and a love of reading.
Phonics is a step-by-step way to teach the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is a predictable relationship between letters and sounds. “Decoding” is the act of sounding out words using phonics.
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.
If your child or student is a “poor” listener, frequently misunderstands speech, and has difficulty following directions, read this article. Learn symptoms of Central Auditory Processing Disorder, how it is diagnosed, and what can be done about it.
An organized classroom with defined areas and spaces can help students with autism in anticipating what is expected and to predict what will be happening during the instructional day. Get tips on how to create defined learning spaces and reduce distractions in your classroom.
Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students’ reading by explicitly and systematically nourishing students’ motivations as readers.
ELL experts Cynthia Lundgren and Kristina Robertson discussing effective reading comprehension strategies for teaching English language learner students.
Oral language development facilitates print literacy. Explore ways in which teachers can ensure that students’ speaking and listening skills are developed. You’ll also find a review of effective classroom routines, including some that can be enhanced with technology.
