School psychologists play a critical role in the lives of children who are struggling to learn. More and more, for example, school psychologists are leaders in developing and carrying out the assessments and placements decisions that impact students from the beginning of their school careers. With your help, schools can reduce the number of students who lag behind grade level and increase the number of successful readers.
Administering informal assessments on a regular basis throughout the school year provides useful information that can help teachers to identify the individual strengths and weakness of each student — and most importantly, guide the next steps in instruction.
Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of individual speech sounds, or phonemes. A child’s skill in phonological and phonemic awareness is a good predictor of later reading success or difficulty.
Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions.
Sight vocabulary instruction as being less about memorizing a list of words, and more about learning how to recognize and remember words. Research shows that as students get better with decoding, remembering sight words becomes easier.
Find answers to 14 commonly asked questions about teaching reading fluency, including the amount of fluency instruction, the benefits of paired reading, and choosing texts for fluency practice.
Back-to-school time can be an exciting and challenging transition from the summer months. We’ve got some helpful tips, articles, and other resources for families and teachers — plus some recommended picture books to ease back-to-school jitters.
Vocabulary lies at the heart of content learning. To support the development of vocabulary in the content areas, teachers need to give their students time to read widely, intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations.
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
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.
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.
An introduction to the most widely tested models — the simple view of reading and Scarborough’s Reading Rope — as well as newer models that seek to expand our understanding of how children become skilled readers.
This webcast features Isabel Beck, Nanci Bell, and Sharon Walpole discussing the components for developing good reading comprehension skills, identifying potential stumbling blocks, and offering strategies teachers can use in the classroom.
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.
Reading problems are common, but they can have different causes and warning signs. Sometimes a problem is simple and quick to solve while others may require extensive intervention. Here are some common reading issues and ways to get help for your child.
