What is Concept-Oriented Reading Instruction (CORI) and how does it work? Find out more about CORI and how it helps children’s comprehension and motivation through science inquiry.
Review well-established scientific findings about reading and their practical implications, for children with and without reading disabilities. In addition, consider some broader ways that science may be useful to educators and get suggestions for individual teachers interested in becoming more familiar with scientific research on reading.
The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.
Improve instruction and help all students achieve at high levels by making these research-based adjustments to your balanced literacy program. This guidance outlines some of the most common challenges of a balanced literacy model, how they can impede students’ learning, and how you can adapt your reading program to better serve students.
Learn the basics of how a digital whiteboard works and potential benefits of using the technology in early literacy instruction. Results of a research study in a first grade classroom reveal that digital whiteboards are effective as an organizational tool for lesson preparation and followup instruction; provide opportunities for scaffolded learning; and stimulate greater student engagement.
In this overview, learn how to capitalize on the benefits of incorporating different types of technology in literacy instruction (such as electronic books, and reading intervention programs) while minimizing the potential pitfalls.
We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.
Teaching reading and writing to young children in American has always been an area of controversy and debate (Teale & Yokota, 2000), and it remains so today. The purpose of this article is to review various research studies and to identify essential elements of effective early literacy classroom instruction.
Children’s knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children’s ability to remember the forms of written words and their ability to treat words as sequences of letters.
School administrators have a critical leadership role to play in helping students become good readers. This article suggests seven key action steps on how principals and other administrators can create a school framework for success.
Learn about the strengths and weaknesses of Direct Instruction, a promising reading intervention program evaluated by the American Federation of Teachers in their series “Building on the Best, Learning from What Works.”
Explicit instruction in core literacy skills (phonemic awareness, phonics, fluency, vocabulary, and comprehension) combined with multisensory supports, are key to helping children with language-based learning disabilities thrive in a virtual learning environment. Try these ideas and online learning tools with your students.
Three patterns of reading difficulties are common. This article explains how recognizing these three patterns can provide a valuable starting point for planning reading instruction and interventions.
You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).
