Dr. John Gabrieli is on the faculty at MIT, in the Department of Brain and Cognitive Sciences and the Institute for Medical Engineering and Science. Dr. Gabrieli’s research focuses on the brain mechanisms of memory, cognition, and emotion in the human brain, and how those mechanisms are disrupted in neurological disorders, including dyslexia.
Today’s speech language pathologists (SLPs) play many roles in supporting the development of speech, language, communication, and literacy skills. Their roles often include screening, assessing, advocating, and programming/designing augmentative communication equipment in addition to providing direct intervention with students and indirect roles of consulting, coaching, collaborating, and training educators and families.
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.
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.
Use picture books to teach young writers how to organize plot logically. This article includes examples of basic plot structures, along with picture books that use those structures.
A veteran teacher describes how she used visualization, Google images, video, and Skype to build background knowledge and enrich her students’ classroom read aloud of a fiction book about ospreys.
Through children’s books, interviews with children’s authors, activities, and educational resources, we celebrate and learn about the rich history and cultural heritage of Asian Pacific Americans.
When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.
Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.
The challenges of teaching English language learners to read. Hosted by Rita Moreno, Becoming Bilingual examines the challenges of teaching children to read in a new language. We visit six cities across the country to learn about the different ways schools are working to create bilingual readers.
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.
This article presents a developmental framework of informational writing developed from a study of children’s writing in K-5 classrooms. See examples of children’s compositions at each developmental level, and learn how to use this continuum to support increasingly more mature forms of informational text.
How can teachers make sure that each student is not only being taught, but is actually learning? In this webcast, Roland Good, Mary Ruth Coleman, and Michael C. McKenna talk about how assessment can be used to lead students to reading success.
There are a number of current informal reading inventories — each has its strengths, limitations, and unique characteristics, which should be considered in order to best fit a teacher’s needs.
Sight vocabulary instruction as being less about memorizing a list of words, and more about learning how to recognize and remember words. Research shows that as students get better with decoding, remembering sight words becomes easier.
Three renowned reading and writing experts — Steve Graham, Louisa Moats, and Susan Neuman — address why writing is important, what the latest research tells us, and what educators and parents can do to support our children’s development as writers.
