Find guidance on determining text readability, the importance of using grade-level texts, how to scaffold complex texts, and when to use predictable, decodable, and controlled vocabulary texts.
You may have children in your life who aren’t as successful with reading as they could be. The challenge is that not all reading difficulties look the same, and not all reading difficulties should be addressed in the same way.
An introduction to the most widely tested models — the simple view of reading and Scarborough’s Reading Rope — as well as newer models that seek to expand our understanding of how children become skilled readers.
Ron Fairchild and Loriene Roy — nationally recognized experts on reading and summer learning — address how to make the most out of the summer months. Taking advantage of high-quality programs and accessing community resources can turn potential summer loss into summer gain.
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report “Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.”
According to research, the Education Department’s What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
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.
Back-to-school time can be an exciting and challenging transition from the summer months. We’ve got some helpful tips, articles, and other resources for families and teachers — plus some recommended picture books to ease back-to-school jitters.
How do parents know if their child’s reading delay is a real problem or simply a “developmental lag?” How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
If you are planning to purchase a literacy program for instruction, get as much information as you can about a program’s benefits and effectiveness. This article includes links to reputable review sources, where you can find basic comparative information about a range of commercially available literacy programs.
How can teachers make sure that each student is not only being taught, but is actually learning? In this webcast, Roland Good, Mary Ruth Coleman, and Michael C. McKenna talk about how assessment can be used to lead students to reading success.
Put together a summer listening program for your child. Listening is an engaging way to learn, so your child may love listening to books and other written documents. Have them listen to music and stage plays, comedy routines, and other works. Point out background sounds, such as the way the peppy tune on a sound track adds fun and humor to an adventure tale. Learning to listen is particularly helpful to children with learning disabilities.
If a child’s history suggests increased risk for reading difficulties, it is critical that he or she receive high-quality reading instruction, early intervention, parent support and special education, if needed.
Writing instruction is an essential component of literacy in K-5 classrooms. Children who practice daily writing strengthen phonemic awareness, spelling, vocabulary, comprehension, critical thinking, and communication skills.
The Partnership for Reading website offers a database containing abstracts of approximately 460 research studies related to the teaching of reading in grades K-3. These studies have met high standards of research. Browse through the abstracts by category (phonemic awareness, phonics, fluency, vocabulary, text comprehension, computer instruction, and teacher education) or search for a topic or author of interest.
This booklet summarizes what National Reading Panel researchers have discovered about how to teach children to read successfully. The guide lists the main research findings related to phonemic awareness, phonics, fluency, vocabulary, and text comprehension and suggests best instructional practices in each area.
