Texts that are challenging and that represent a wide range of genres and content areas need to play much bigger roles in comprehension instruction. These texts expose students to rich content and vocabulary and can help build knowledge.
When it comes to deciding what books to share with the young readers in your life, there is so much to choose from! Get pointed in the right direction with our themed booklists and articles on choosing and using children’s books at home and in the classroom.
Alphabet knowledge is the ability to recognize and name uppercase and lowercase letters, recognize letter symbols in print, and know that there are sounds associated with each letter. Alphabet knowledge is a key pre-literacy skill and lays the groundwork for future reading success.
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.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Speech-language pathologists (SLPs) can play a number of important roles in using RTI to identify children with disabilities and provide needed instruction to struggling students in both general education and special education settings. But these roles will require some fundamental changes in the way SLPs engage in assessment and intervention activities.
Apps are fun and motivating for kids! Let Reading Rockets help you find the very best educational apps that provide practice with essential skills in alphabet knowledge, phonics, spelling, vocabulary, comprehension, and writing. We’ve also included apps to support children with dyslexia, ADHD, and autism.
In this guide, each section targets one grade level in print concepts, phonological awareness, phonics and word recognition, and fluency. It also includes instructional examples aligned to the sub-skills and instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment.
Writing in journals can be a powerful strategy for students to respond to literature, gain writing fluency, dialogue in writing with another student or the teacher, or write in the content areas. While journaling is a form of writing in its own right, students can also freely generate ideas for other types of writing as they journal.Teachers can use literature that takes the form of a journal by reading excerpts and discussing them with students.
Dr. Wolf is the Director of the Center for Reading and Language Research at Tufts University, where she is an Associate Professor of Child Development. She is the author of Proust and the Squid: The Story and Science of the Reading Brain and has published hundreds of articles on reading and learning disabilities. She is the author of the RAVE-O Intervention Program, an evidence-based fluency comprehension program for struggling readers.
Nanci Bell, M.A., is director and CEO of Lindamood-Bell Learning Processes. Bell has a background in the field of reading, with a Masters in Education from California Polytechnic. She also has extensive experience in the clinical treatment of language and literacy disorders.
The Partnership for Reading website offers a database containing abstracts of approximately 460 research studies related to the teaching of reading in grades K-3. These studies have met high standards of research. Browse through the abstracts by category (phonemic awareness, phonics, fluency, vocabulary, text comprehension, computer instruction, and teacher education) or search for a topic or author of interest.
This booklet summarizes what National Reading Panel researchers have discovered about how to teach children to read successfully. The guide lists the main research findings related to phonemic awareness, phonics, fluency, vocabulary, and text comprehension and suggests best instructional practices in each area.
What do educators and families need to know about how children learn to read? Here you can explore reading “basics” — from oral language to comprehension — as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. You’ll also find our PBS Launching Young Readers series and our self-paced Reading 101 course.
