Many school districts have adopted instructional coaching as a model for teachers’ professional development. This brief offers guidance on how school leaders can tailor the most promising coaching strategies to the needs of their schools.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Whole class? Small group? Or one-on-one instruction? How much time for each component of reading? Get the basics on effective grouping for reading instruction and a flexible example of an ELA block.
Is your school planning to implement student progress monitoring (SPM)? Are you thinking of using it in your classroom? If so, consider a number of factors to make SPM an integral part of classroom activities, rather than a series of isolated assessments unconnected to other parts of the learning experience. This brief offers some suggestions on how to use SPM in an integrated way.
Teachers often find it difficult to integrate writing and mathematics while honoring the integrity of both disciplines. In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily. The second level, writing with revision, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Six examples are provided, including student work, in which teachers have successfully attended to the goals of both writing and mathematics.
This publication provides research-based guidance that reflects best practices for intensifying instruction in reading and mathematics for students with significant learning difficulties in K-12, including students with disabilities.
These seven steps provide an approach to spelling instruction that encourages word study based on the words students experience in their daily writing activities. The goal of intentional spelling is to shift spelling instruction from a focus on the number of words spelled correctly to developing an understanding of how words work.
Interactive writing makes the writing process visual to the whole class. Reading literature is an excellent way to initiate interactive writing in the class, and the teacher can continue using literature as the class does interactive writing with any new book that is read throughout the year.
An online library whose goal is to collect and make available the best historical and contemporary children’s books from around the world, in their original language.
The International Dyslexia Association (IDA) is an international organization that concerns itself with the complex issues of dyslexia. The IDA membership consists of a variety of professionals in partnership with people with dyslexia and their families. The IDA actively promotes effective teaching approaches and related clinical educational intervention strategies for people with dyslexia. We support and encourage interdisciplinary research. We facilitate the exploration of the causes and early identification of dyslexia and are committed to the responsible and wide dissemination of research based knowledge.
The International Literacy Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. ILA members include classroom teachers, reading specialists, consultants, administrators, supervisors, university faculty, researchers, psychologists, librarians, media specialists, and parents.
