Research shows that the very notion that spoken language is made up of sequences of little sounds does not come naturally or easily to human beings. The small units of speech that correspond to letters of an alphabetic writing system are called phonemes. Thus, the awareness that language is composed of these small sounds is termed phonemic awareness.
Learn about the RISE reading program at the Johnson School in Charlottesville, Virginia. RISE features extended instructional time for all students in small groups, team teaching and staff collaboration, the use of a broad range of authentic texts, and a set of research-based instructional procedures. The program carefully monitors student achievement and supports teachers with extensive professional development.
Dr. Christine Reeve is a nationally recognized clinical psychologist, special education consultant, and expert on autism. Dr. Reeve has written several books for special education teachers including Taming the Data Monster and Setting Up Classroom Spaces for Students with Autism Spectrum Disorder. She authors the blog Autism Classroom Resources.
In addition to explicit phonics instruction, teachers need to support students’ ability to understand complex text and build background knowledge. Teachers also deserve access to high-quality curriculum materials — a thoughtfully arranged, comprehensive, sequential curriculum that embeds standards, the science of reading, and key instructional shifts.
In many states, third graders who cannot read proficiently are required to repeat that year. This policy, known as mandatory retention, can greatly impact students’ emotional and cognitive development. In an effort to reconcile the academic and social needs of young learners, this article addresses the pros and cons of mandatory retention, global treatment of the problem, and possible solutions.
Beginning readers are not usually fluent, but classroom practices can help them develop this important skill. This article describes both direct and indirect methods for increasing fluency through classroom instruction.
We deserve lesson plans that are based on evidence and effective strategies, not on standards and wishful thinking. Equity isn’t about rushing to grade-level standards — it’s about providing the methodical teaching that the students in our classrooms deserve.
Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
Is your school planning to implement student progress monitoring (SPM)? Are you thinking of using it in your classroom? If so, consider a number of factors to make SPM an integral part of classroom activities, rather than a series of isolated assessments unconnected to other parts of the learning experience. This brief offers some suggestions on how to use SPM in an integrated way.
Reading skills provide a critical foundation for children’s academic success. Children who read well read more and, as a result, acquire more knowledge in numerous domains.
Reading instruction should help kids to develop metacognition when they’re reading, and involving students in self-evaluation can be an important part of instruction towards that goal.
Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a “chief” coach for teachers by designing and supporting strong classroom level instructional coaching. Here’s how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.
An organized classroom with defined areas and spaces can help students with autism in anticipating the requirements of a specific setting and to predict what will be happening during the instructional day. Get tips on how to organize your classroom.
In this article written for Colorín Colorado, ELL expert Susan Lafond provides an introduction to the Common Core State Standards through a series of FAQs.
Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why.
Core knowledge about reading is a key to effective literacy instruction. Our free, self-paced learning modules can help you deepen your understanding of the building blocks of reading and writing.
Explore the differences among English learners, as well as dual-language, bilingual, and language-immersion programs, to help you decide what makes the most sense for your student population.
