Good readers construct mental images as they read a text. By using prior knowledge and background experiences, readers connect the author’s writing with a personal picture. Through guided visualization, students learn how to create mental pictures as they read.
A visual schedule communicates the sequence of upcoming activities or events through the use of objects, photographs, icons, or words. Find out how to set up visual schedules in your classroom to support your students with ASD.
Visual structure adds a physical or visual component to tasks to help students with ASD to understand how an activity should be completed. Get ideas on how to implement visual structure in your classroom and support your students’ independence.
Browse this collection of visual supports and other resources to help your students with ASD be successful socially and academically in school. You’ll find templates for social rules, classroom rules, emotional support, schedules, and more.
Building a large “word bank” is one of the best ways to help children with reading comprehension. Young readers use knowledge about words to help them make sense of what they’re reading. The more words a reader knows, the more they are able to comprehend what they’re reading or listening to.
Building a large “word bank” is one of the best ways to help children with reading comprehension. Beginning readers use knowledge about words to help them make sense of what they’re reading. The more words a reader knows, the more they are able to comprehend what they’re reading or listening to.
Long before young children learn to read, they are hearing lots of words in everyday conversations and through read alouds. Building up a child’s “word bank” from a very young age is great preparation for reading fluency and comprehension later on.
Building a large “word bank” is one of the best ways to help children with reading comprehension. Young readers use knowledge about words to help them make sense of what they’re reading. The more words a reader knows, the more they are able to comprehend what they’re reading or listening to.
Children with vocabulary weaknesses are especially vulnerable to difficulties with reading comprehension from the middle elementary grades onward. Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and performance in content subjects such as social studies and science.
Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read alouds are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. This study explored the complexities by examining the read aloud practices of four primary teachers through observations and interviews.
Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student’s ability to learn new words.
The scientific research on vocabulary instruction reveals that 1) most vocabulary is learned indirectly, and 2) some vocabulary must be taught directly.
