Whole class? Small group? Or one-on-one instruction? How much time for each component of reading? Get the basics on effective grouping for reading instruction and a flexible example of an ELA block.
Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
Our library provides effective, research-based classroom strategies to help strengthen your students’ skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.
For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels.
Being a fluent reader is an important part of being a successful reader. Here is an overview of considerations related to fluency, and techniques teachers can use for promoting fluency in the classroom.
Shared reading is an interactive read aloud where the students join in or share the reading of a book while guided by a teacher. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations.
How to maximize the effectiveness of preteaching vocabulary, setting a purpose for reading, reading aloud and silently, questioning and discussion after reading, and oral reading practice.
In this special Reading Rockets video series, reading expert Linda Farrell works one-on-one with students in grades K-3 to help ensure that they master the skills they need to become proficient readers.
There are over two dozen individually administered screening tools produced for the primary grades. Considering their subject matter and purpose, schools must decide which assessment best fits their needs. This article gives an overview of the screening tools and the kind of information they provide.
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.
Suggestions for fostering independent reading include: (a) Give children books that are not too difficult. (b) Help them find books they will enjoy. (c) Encourage them to try many kinds of material. Although independent reading cannot substitute for teaching decoding, it improves reading comprehension and the habit of reading.
To help students become comfortable with multimedia, it is useful to incorporate it into your instruction wherever possible. Providing varied means of representing information (Universal Design for Learning) can help improve your students’ access to complex texts.
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.
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
