Discover the typical literacy milestones for your second grader, and how to support your child’s developing skills in reading and writing. Use the links on the left to find activities, videos, and other resources to build skills in these key areas: recognizing the sounds in speech, phonics, fluency, vocabulary, comprehension, and writing.
Discover the typical literacy milestones for your kindergartener, and how to support your child’s developing skills in reading and writing. Use the links on the left to find activities, videos, and other resources to build skills in these key areas: recognizing the sounds in speech, phonics, fluency, vocabulary, comprehension, and writing.
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.
Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. To read, children need to understand the alphabetic principle — the idea that letters represent the sounds of spoken language. Decoding is when we use letter-sound relationships to translate a printed word into speech.
Put together a summer listening program for your child. Listening is an engaging way to learn, so your child may love listening to books and other written documents. Have them listen to music and stage plays, comedy routines, and other works. Point out background sounds, such as the way the peppy tune on a sound track adds fun and humor to an adventure tale. Learning to listen is particularly helpful to children with learning disabilities.
Assistive technology (AT) can be a powerful way to help children with reading issues, including kids with dyslexia. This guide is an introduction to AT tools for reading and where to find them.
Discover the typical literacy milestones for your first grader, and how to support your child’s developing skills in reading and writing. Use the links on the left to find activities, videos, and other resources to build skills in these key areas: recognizing the sounds in speech, phonics, fluency, vocabulary, comprehension, and writing.
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.
Getting support for your struggling reader. Learning to read is a challenge for almost 40 percent of kids — and a challenge for their parents. Hosted by Al Roker, the show visits schools in Huntingtown, Maryland, and Portland, Oregon, to see how families learn to identify early signs of reading problems and find ideas for getting their kids the help and support they need to succeed at reading.
Actor and author Henry Winkler reminisces about how dyslexia impacted his school years in this article from Highlights for Children magazine. “Now I know,” he writes, “that even if a person learns differently, he or she can still be filled with greatness.”
Find out how an elementary school in Sheridan, Wyoming transformed their literacy instruction from a balanced literacy approach to a structured literacy framework. Integrating systematic and explicit instruction resulted in improved reading and writing achievement for their students, and professional growth for all of the teachers.
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
Recent research has provided a clearer picture about reading difficulties and how to prevent them. This position paper of the International Dyslexia Association argues for reform in teacher preparation to reflect these research-based understandings.
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
The most common learning disability is difficulty with language and reading. Here are some warning signs of learning disabilities to look for in preschool and elementary school children.
With thoughtful planning, reading and writing instruction can be adapted to meet the needs of every student in the classroom. Get ideas to help you design an inclusive language arts program, including tips about your classroom library, integrating technology, visual supports, read aloud strategies, teaching comprehension, and more.
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to recall letter sounds.
Children with Attention Deficit/Hyperactivity Disorder (ADHD) often have trouble paying attention, sitting still, or finishing tasks. Although it is not considered a learning disability, students with ADHD may have a harder time learning how to read. With the right supports, kids can thrive.
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.
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
Recent research has provided a clearer picture about reading difficulties and how to prevent them. This position paper of the International Dyslexia Association argues for reform in teacher preparation to reflect these research-based understandings.
