Learn about specific strategies you can use to differentiate instruction to help your students overcome fluency problems, as well technology tools that can support development of fluency skills.
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.
In these video interviews, children’s authors and illustrators who have learning and attention issues share their personal stories. You’ll also hear from many popular children’s authors who talk about books that can be engaging for kids who struggle with reading. Get tips on where to find great children’s books, including graphic novels, book series, audio books, and more.
With televisions, computers, video games, and cell phones, modern culture makes it difficult to escape time in front of a screen, especially for our newest generation of kids. Deb Linebarger, Lisa Guernsey, and Marnie Lewis discuss what the growing exposure to media means for children’s literacy development.
Talking to your child’s teacher about dyslexia is the best way for her to understand your child’s challenges, strengths and needs. Here are eight tips to help you have productive conversations.
Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the importance of pre-writing and revision.
All children deserve quality reading instruction that is based on research and best practices. How can you know if your child is getting good reading instruction at school? Find out what good reading instruction should look like and questions you should ask your child’s teacher.
Getting information from a nonfiction text can be especially challenging for ELLs, who may not have had much experience working independently with expository texts. This article offers ways that teachers can help ELLs work effectively with nonfiction texts and includes strategies for introducing components, structure, and purpose of expository texts.
The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.
Reading fluency is a child’s ability to read a book or other text accurately, with reasonable speed, and with appropriate expression. A fluent reader doesn’t have to stop and “decode” each word and can focus attention on what the story or text means. Fluency is the bridge between decoding words and understanding what has been read!
Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.
The statistics are consistent: Young male readers lag behind their female counterparts in literacy skills. This article looks at the social, psychological, and developmental reasons why, and suggests solutions — including the need for more men to become role models for reading.
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
From free books to home visits, non-profit organizations play an important role in promoting reading. Learn about some of the non-profits with a commitment to helping children become readers.
In this webcast, Todd R. Risley, Sharon Landesman Ramey, and Julie Washington discuss research-based strategies for developing language and pre-reading skills in young children.
Improving the effectiveness of interventions for struggling readers requires a school-level system for early identification of ‘at risk’ students and then providing those students with intensive interventions. Learn from Reading First schools with demonstrated success in reaching struggling readers.
