The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations.
Created for preschool through second grade teachers, our Teachers’ Guide lists typical reading achievements by grade level and suggests how teachers can foster the development of phonemic awareness, fluency, spelling, writing, and comprehension skills.
Browse our library of evidence-based teaching strategies, learn more about using classroom texts, find out what whole-child literacy instruction looks like, and dive deeper into comprehension, content area literacy, writing, and social-emotional learning.
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
Learn from researchers and experts in literacy and early education. Topics include vocabulary, comprehension, writing, autism, social-emotional learning, children’s books, summer learning, and more.
Starting early to grow strong readers. We once thought a child’s education started in kindergarten — but that could be years too late. Hosted by Reba McEntire, this episode examines what it takes to give our preschoolers the early literacy skills they need to become successful readers.
This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population.
Dr. Lorraine Valdez Pierce offers an in-depth introduction to assessment for teachers of English language learners — including performance-based standardized assessments, assessment as a tool for informing instruction, use of assessment to reinforce reading comprehension, and student self-assessment and self-monitoring.
Dyslexia is a specific learning disability that affects a child’s ability to read, spell, and write at the word level. It is a language problem — kids with dyslexia have trouble hearing the sounds in spoken words. With explicit, systematic instruction and targeted support, children with dyslexia can become skilled, confident readers!
The National Reading Panel identified three predominant elements to support the development of reading comprehension skills: vocabulary instruction, active reading, and teacher preparation to deliver strategy instruction.
Improve instruction and help all students achieve at high levels by making these research-based adjustments to your balanced literacy program. This guidance outlines some of the most common challenges of a balanced literacy model, how they can impede students’ learning, and how you can adapt your reading program to better serve students.
