Motivation is key to school success. Just as the actor asks a director, “What is my motivation, for this scene?,” the child turns to teachers, parents, and peers to discover the “why” of learning. Motivation is often defined as a need or drive that energizes behavior toward a goal.
Over the last 25 years, the federal government has made a concerted effort to find out why so many children struggle with learning to read. This research has yielded a rough consensus on the best ways to teach reading, and we now know much more about how to identify children at risk and how to intervene effectively. The challenge that remains is getting this research-based information out to educators, parents, and others who work with children. The following are major federal reports on reading readiness and instruction, ordered alphabetically. Whenever possible, we’ve provided links to a free, online version of the research article, study, or book. In other cases, you’ll find a link to a publisher, journal, or online bookstore where you can obtain the resource. Before you buy though, we encourage you to check to see what community and university resources may be available to you. Universities and some public libraries often buy access to online databases and journals. Users should check to see if those resources are available to them.
Tier 1 instruction — or high-quality, evidence-based classroom instruction — is the heart of the MTSS framework. Good Tier 1 instruction is systematic, differentiated, and explicit.
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.
Writing allows children to express their thoughts, creativity, and uniqueness. It is a fundamental way in which children learn to think critically, organize and communicate ideas, and make thinking visible and permanent. And learning to write well helps children to be better readers!
Dav Pilkey is the best-selling author and illustrator of the wildly popular Captain Underpants and Dog Man graphic novel series, as well as many picture books, including Dog Breath and The Hallo-Wiener. He won a Caldecott Honor for his picture book The Paperboy. Pilkey has spoken out publicly about his own struggles growing up with ADHD and dyslexia, and how drawing, telling stories, and creating original comic books channeled his creativity and gave him confidence.
Research has shown the positive effects of improvised story dramatization on language development and student achievement in oral and written story recall, writing, and reading. Learn how to integrate story dramatizations into the classroom, using stories that students are familiar with.
Learn the common terminology of reading research and how to gauge if a strategy or intervention can be implemented in your classroom with fidelity and a measurable effect on your students’ learning.
Technology — and especially the subset of technology tools known as assistive technology (AT) — can be an effective element of the writing curriculum for students with disabilities. Since writing is so integral to school success, AT is often indicated to assist students with disabilities.
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.
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC’s recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
