Browse our collection of books to help you continue to deepen your knowledge about reading, writing, and effective classroom instruction. You’ll also find books on reading motivation and reading aloud to children.
Reading skills provide a critical foundation for children’s academic success. Children who read well read more and, as a result, acquire more knowledge in numerous domains.
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
Experts Marcia Invernizzi, Carole Prest, and Anne Hoover discuss tutoring programs, tutor training, what the latest research tells us, and the different forms tutoring can take.
This ILA brief explains the basics of phonics for parents, offering guidance on phonics for emerging readers, phonological awareness, word study, approaches to teaching phonics, and teaching English learners.
Find examples of research-based curriculum and programs that can be used to teach literacy and reading comprehension to students on the autism spectrum.
Familiarity with the five essential components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) in core, comprehensive reading programs is necessary for all teachers of reading. Although all components are needed at all levels, different skills and activities are emphasized at different stages of reading development.
Learn the six types of syllables found in English orthography, why it’s important to teach syllables, and the sequence in which students learn about both spoken and written syllables.
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.
It makes sense to include simple morphology lessons as early as kindergarten, increasing the lessons as vocabulary and spelling become more complex. Gradually the proportion of word reading instruction should shift from phonology to morphology.
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.
Browse our library of research briefs, guides, literacy organizations, and literacy-focused web resources. Filter by topic and resource type to quickly find the resources you’re looking for.
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
Developmental language disorder (DLD) is a language problem. Children with DLD have difficulty with language whether they are speaking, listening, reading, or writing. About half of children with DLD also have dyslexia or ADHD.
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.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Early education expert Rebecca Palacios and offers information on the following components of a pre-K ELL program: language instruction, curriculum, professional development, and family outreach.
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
We don’t really know why alphabet knowledge is such a good predictor of reading achievement, but it is. Teaching letter names should be a small part of the mix in phonemic awareness and phonics instruction.
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.
