When a student is trying to decipher the meaning of a new word, it’s often useful to look at what comes before and after that word. Learn more about the six common types of context clues, how to use them in the classroom and the role of embedded supports in digital text.
Improving the effectiveness of interventions for struggling readers requires a school-level system for early identification of ‘at risk’ students and then providing those students with intensive interventions. Learn from Reading First schools with demonstrated success in reaching struggling readers.
Explore the five recommended practices for teaching literacy in English to English language learners: (1) Screen and monitor progress, (2) Provide reading interventions, (3) Teach vocabulary, (4) Develop academic English, and (5) Schedule peer learning.
Don’t know a morpheme from a phoneme? Find out what these and other words mean in this glossary of commonly used terms related to reading, literacy, and reading instruction.
Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to “rethink” teaching of high-frequency words.
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving outcomes for students with disabilities and those who struggle. This brief shows the promise of these practices in advancing educator preparation and practice.
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
An effective way to begin the writing process is to focus on prewriting, which involves organizing ideas, setting goals, and exploring topics. Learn about technology-enhanced strategies to help students create a “road map” that can guide them through the writing process.
A third grade teacher describes her approach to helping students comprehend informational text. Her strategies include teaching text features and creating text-dependent questions for close reading.
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.
Dr. Jack Fletcher is the Hugh Roy and Lillie Cranz Cullen Distinguished University Professor of Psychology at the University of Houston. Dr. Fletcher, a child neuropsychologist, has conducted research on many issues related to dyslexia and other learning disabilities, including definition and classification, neurobiological correlates, and intervention. Dr. Fletcher has written more than 400 articles in peer-reviewed journals.
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
Learn about the three psychological theories of ASD — Theory of Mind, Weak Central Cohesion, and executive functioning. Understanding these theories can help families and educators manage challenging behaviors at home and in the classroom.
In this webcast, Robin Scarcella provides an overview of academic language instruction for English language learners, as well as teaching strategies, activity ideas, and recommended resources.
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.
Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
