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.
Browse our library of research briefs, guides, literacy organizations, and literacy-focused web resources. Filter by topic and resource type to quickly find the resources you’re looking for.
Syllable games help young kids to hear the different parts of multisyllabic words, which supports decoding speed and accuracy as well as fluency. Understanding syllables can also help students learn to spell words correctly.
Find books about the foundations and science of reading instruction — print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and assessment. We’ve also included books about how to help children with reading disabilities become successful readers.
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.
