From activating prior knowledge to exploring language to capturing character, discover ten ways to integrate poetry into your language, reading, and writing lessons.
The NAEP 2000 reading results provides further evidence of a longstanding gap in verbal skills between rich and poor children in the United States. This article describes the history of this achievement gap, speculates on its causes, and makes recommendations for closing it.
In this statement, the National Association of School Psychologists (NASP) identifies the characteristics of students more likely to be retained and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
Many computer products have built-in accessibility options such as text-to-speech, screen magnification options, or voice input controls. Learn what some of these optional features are and how to integrate them into instruction and studying.
Developmental language disorder (DLD) is a language problem. Children with DLD have difficulty with language whether they are speaking, listening, reading, or writing. About half of children with DLD also have dyslexia or ADHD.
Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.
Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.
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.
Learn the basics about autism spectrum disorder (ASD): what it is, signs and symptoms, strengths and abilities, risk factors, diagnosing ASD, the value of early intervention, and treatment and therapies that can help children and their families.
What happens when neuroscience meets Dr. Seuss? Hosted by Henry Winkler — who has had his own struggles with reading — Reading and the Brain explores how brain scientists are working to solve the puzzle of why some children struggle to read and others don’t.
Henry Winkler and Lin Oliver are the co-authors of the very popular Hank Zipzer series about a young boy with learning differences who is funny, resourceful, and smart. Henry and Lin have also created a new series for younger kids called Here’s Hank, chronicling Hank’s life as a second grader. In 2019, Henry and Lin launched the first book in a new series, Alien Superstar, a science fiction story that takes a humorous look at what it’s like to be a stranger in a strange land (in this scenario, a Hollywood backlot!).
In this exclusive interview, Henry and Lin talk about how they create a safe, fun space for collaboration, being funny … with a heart, Henry’s tough childhood growing up with (undiagnosed) dyslexia, the joy of school visits, why it’s so important to really listen to kids, and more.
Explore the five recommended practices for teaching literacy in English to English language learners: (1) Screen and monitor progress, (2) Provide reading interventions, (3) Teach vocabulary, (4) Develop academic English, and (5) Schedule peer learning.
Learn about 10 instructional practices for English language learners (ELLs) that research shows to be highly effective. These guidelines emphasize an asset-based approach to teaching ELLs and can be integrated into your regular teaching routines.
Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
To comprehend a story or text, young readers need a threshold of knowledge about the topic, and tougher state standards place increasing demands on children’s prior knowledge. This article offers practical classroom strategies to build background knowledge such as using contrasts and comparisons and encouraging topic-focused wide reading.
Some children can master decoding and still be poor comprehenders. Learn what interventions have been found to help these children read narrative and expository texts more strategically.
