The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.
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.
This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
Jumpstart’s Read for the Record is a national campaign to bring young children together with valued grownups in their lives to read the same book, on the same day, in communities all over the world.
In this special Reading Rockets video series, experts answer real questions from families about writing and how to support their children’s literacy at home.
Instead of encouraging more and more small group teaching, districts should provide professional development in the most effective ways to deliver whole class instruction.
Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a “chief” coach for teachers by designing and supporting strong classroom level instructional coaching. Here’s how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.
A classroom teacher examines the importance of the nonfiction read aloud as part of ongoing daily instruction, and highlights the need to empower students in both academic achievement, and as life long lovers of nonfiction, through focused informational literature.
A veteran teacher describes how she used visualization, Google images, video, and Skype to build background knowledge and enrich her students’ classroom read aloud of a fiction book about ospreys.
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI’s relationship to special education evaluation.
Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum disorder.
Learn about the “writing rope” — a model for understanding the interwoven elements that support writing, developed by literacy expert Joan Sedita. Get the basics on the five key strands and how to provide explicit instruction for each strand.
Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand.
