There are a variety of grouping formats that are effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. Learn more about the research and implications for practice for using each format in the general education classroom.
Written especially for parents, Growing Readers provides monthly tips for raising strong readers and writers. All of our tip sheets are available in English and Spanish.
Meteorologist Ron Gird shares tips and resources to take kids on a weather preparedness adventure! You’ll find helpful facts about severe weather and how to stay safe — it’s information worth repeating often.
Join third grade teacher Shana Sterkin to see how she incorporates purposeful writing into her classroom every day, and strives to create a joyful, confident community of writers.
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year.
Get the basics on the benefits, challenges and costs of different kinds of tutoring services: private, tutoring centers, online tutors, and free Title I supplemental services.
This study of fourth grade students indicates that the use of a “research resource guide” increases student independence during the research process. The article describes approaches to support students in making determinations about the readability, trustworthiness, and usefulness of sources of information.
The text feature walk guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text. Results from a pilot study illustrate the benefits of using the strategy, and practical suggestions for implementation are offered.
The Common Core Standards along with grade-level expectations and standards from most states now call for a strong emphasis on reading and writing nonfiction texts — from the beginning. This means that learners of all ages need to become acquainted with the structures and features of informational texts, both as readers and as writers. This guide offers strategies for using those features to enhance understanding and increase efficiency in seeking and recording information and to communicate ideas.
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.
Review the “Install This Research-Based Practice Instead” column below to see how you might disrupt practices to demonstrably boost your students’ achievement and allow more of your students to become strong and eager readers. Each characteristic described in the left-hand column presents an opportunity to redesign, adjust, or even radically alter instruction, and replace it with a new practice in the righthand column that is research-proven.
