This comprehensive study identified interventions that improved students’ performance in six language and literacy domains— language, phonological awareness, print knowledge, decoding, early writing, and general literacy.
Reading instruction should help kids to develop metacognition when they’re reading, and involving students in self-evaluation can be an important part of instruction towards that goal.
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.
Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student’s writing performance across different text structures and genres. These simple classroom help in identifying strengths and weaknesses, planning instruction, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress.
Learn more about the four types of reading assessments: universal screeners, diagnostic tests, progress monitoring tools, and summative assessments. It’s important to begin by asking yourself: “What do I want to know about my students? What do I want to assess?”
The National Early Literacy Panel looked at studies of early literacy and found that there are many things that parents and preschools can do to improve the literacy development of their young children and that different approaches influence the development of a different pattern of essential skills.
The principles of a multidimensional vocabulary program hold promise for supporting the vocabulary development of all students, especially English language learners. Eight characteristics of a multidimensional approach are described. The first is the introduction of new words through engaging children’s literature.
It’s not an easy thing, learning to read. This article provides a brief overview of what is involved and what parents, teachers, and everyone else who touches the life of a child can do to help those who struggle.
The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.
Additional and explicit instruction in phonological awareness is a critical component in helping fourth grade readers who struggle with phonological deficits. The exercises can be used as a warm-up prior to reading, spelling, or vocabulary instruction.
When fiction and nonfiction books are integrated into the teaching of a content area such as science, graphic organizers are useful for organizing information and enabling students to classify observations and facts, comprehend the relationships among phenomenon, draw conclusions, develop explanations, and generalize scientific concepts.
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.
Many of the adults in your child’s life are unfamiliar with learning disorders in general, or your child’s unique pattern of strengths and limitations. Developing a one- to three-page dossier that provides useful information about your child can help their babysitters, coaches, teachers, bus drivers, school support staff, neighbors, and relatives understand their limitations.
There are many beliefs and a great deal of dogma associated with reading acquisition, and people are often reluctant to let go of their beliefs despite contradictory research evidence. Here are 10 of the most popular and most potentially pernicious myths that influence reading education.
This article provides sample reading lessons in phonemic awareness, phonics, fluency, vocabulary, and comprehension to support special education instructors, reading interventionists, and others working with students who struggle with reading.
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.
