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.
Studies have indicated that as many as 40-75% of children with specific language impairment will have problems in learning to read. This article offers tips for parents and educators to help learners develop their language skills.
The purpose of reading is comprehension — getting meaning from written text. Find out what else research tells us about the active process of constructing meaning, and how good readers consciously employing comprehension strategies.
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.
From the start, include the principals and provide them with the tools they need to help improve reading achievement. Let’s make it more possible for them to use their leadership skills to work collaboratively and effectively with their school’s reading coaches.
Find out how an elementary school in Sheridan, Wyoming transformed their literacy instruction from a balanced literacy approach to a structured literacy framework. Integrating systematic and explicit instruction resulted in improved reading and writing achievement for their students, and professional growth for all of the teachers.
What does good elementary literacy instruction look like? In this article, Allington identifies and discusses about these six features: time, texts, teach, talk, tasks, and test.
