Improve instruction and help all students achieve at high levels by making these research-based adjustments to your balanced literacy program. This guidance outlines some of the most common challenges of a balanced literacy model, how they can impede students’ learning, and how you can adapt your reading program to better serve students.
Children progress through certain stages of spelling development. Knowing this progression allows teachers to compel development through their instruction. Find out strategies for doing so in this article, such as promoting the use of invented spelling in the early stages.
Oral language encompasses both speaking and listening. Oral language skills include learning how spoken words sound, what words and sentences mean, and how to communicate ideas. Nurturing oral language skills provides a strong foundation for learning to read.
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.
Three renowned reading and writing experts — Steve Graham, Louisa Moats, and Susan Neuman — address why writing is important, what the latest research tells us, and what educators and parents can do to support our children’s development as writers.
Teachers of English learners should devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or proficiencies work together on academic tasks in a structured fashion.
There are certain characteristics of groups and individual children that increase their likelihood of struggling with reading. Find out how to use knowledge of these risk factors to help prevent reading problems for these children.
Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the “main interface between the human and the computer.” This Info Brief discusses how current speech recognition technology facilitates student learning, as well as how the technology can develop to advance learning in the future.
This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population.
Tier 1 instruction — or high-quality, evidence-based classroom instruction — is the heart of the MTSS framework. Good Tier 1 instruction is systematic, differentiated, and explicit.
The NICHD Early Interventions Project was designed to increase reading achievement in nine low-performing schools in the District of Columbia. This article describes the experience of one researcher working with these schools, and makes recommendations for policymakers and administrators.
Reading instruction changes the brain. New before- and after- images that show what happens to children’s brains after they get systematic, research-based reading instruction show that the right teaching methods can actually normalize brain function and thereby improve a child’s reading skills.
You may have children in your life who aren’t as successful with reading as they could be. The challenge is that not all reading difficulties look the same, and not all reading difficulties should be addressed in the same way.
Dr. Nadine Gaab is an associate professor of pediatrics at Boston Children’s Hospital Boston and the Harvard Medical School, and a member of the faculty at the Harvard Graduate School of Education. Dr. Gaab’s research at Boston Children’s Hospital Laboratories of Cognitive Neuroscience focuses on children diagnosed with or at risk for developmental disorders, particularly language-based learning disabilities.
