Read and discuss poetry with nature imagery with students. Take students on a poetry walk around the school, neighborhood, or community to observe and collect sensory images from direct experience with nature: the sights, sounds, smells, and textures of things outdoors. Students can take a poetry journal with them to write down words as they observe, listen, smell, and touch things outside the classroom.
Learn what reading fluency is, why it is critical to make sure that students have sufficient fluency, how we should assess fluency, and how to best provide practice and support for all students.
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.
By reading and writing about the lives of real scientists, students can learn more about the nature and history of science and how important scientific discoveries were made. Students may also begin to see themselves as scientists by trying on scientists’ lives for size.
Concept-Oriented Reading Instruction (CORI) teaches children reading comprehension through the integration of science and reading. Learn more about how CORI aims enhances students’ reading engagement in order to increase reading ability.
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.
Award-winning author of acclaimed middle-grade novels Sally J. Pla talks (The Someday Birds) about how her own autism informs the characters and stories she writes.
Reading Rockets offers a rich library of classroom strategies, articles, parent tip sheets, FAQs, videos, research briefs and more — providing research-based and best-practice information for educators, parents, and others who work with young readers. Browse by the topics listed below!
Learn the basics about text-to-speech, what the research says about how well it supports comprehension, tips on how to get the most out of the technology, and a short list of recommended text-to-speech tools.
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
Phonological and phonemic awareness are important pre-reading skills, related to the ability to hear, identify, and play with the sounds in spoken language — including rhymes, syllables, and the smallest units of sound (phonemes). Children with strong phonological awareness skills are ready to become readers.
Through children’s books, interviews with children’s authors, activities, and educational resources, we celebrate and learn about the rich history and cultural heritage of Asian Pacific Americans.
New research indicates that the processing of texts on screens is faster and shallower than on paper. Students don’t comprehend digital text as well as they do paper text — but they can learn how to get the most out of these texts, with the right supports.
