Are third-party evaluations of commercial reading programs aligned with research? Shanahan identifies six problems with these reviews and suggests solutions to each.
Learn how to teach children to write informational text through the use of focused read-alouds that include discussions of information book genre elements, features, and organizational structure. See examples of book compositions by second-grade authors that demonstrate how read-alouds can support young writers’ genre knowledge development.
Choral reading gives students practice in reading texts aloud, but individual feedback is tough to provide. Integrate other fluency strategies — such as paired reading — that give you more opportunity to observe and respond to each student.
This practice guide, developed in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven practical recommendations. The guidance will help to prepare young children to benefit from the learning opportunities they will encounter in school.
Learn some of the ways that pre-kindergarten through elementary school teachers can enhance the vocabulary development of young children. The article focuses on teaching words from texts that are read aloud to children and presents activities that help young children make sense of new words.
This article explains how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension. It also shows how to use compare-contrast texts to activate and extend students’ background knowledge and expand and enrich their vocabulary.
Teach your students to avoid the avoidance of writing. Learn how to lead them down the path of enthusiasm and self-confidence about writing through research-proven strategies.
The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
The framework provided in this article for viewing students’ science writing offers teachers the opportunity to assess and support scientific language acquisition.
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.
