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.
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.
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.
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.
Experts Marcia Invernizzi, Carole Prest, and Anne Hoover discuss tutoring programs, tutor training, what the latest research tells us, and the different forms tutoring can take.
Find guidance on determining text readability, the importance of using grade-level texts, how to scaffold complex texts, and when to use predictable, decodable, and controlled vocabulary texts.
School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students.
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.
Learning to read is a complex process involving multiple skills and knowledge. Read about the challenges children face as they learn how sounds are connected to print, as they develop fluency and learn to construct meaning from print.
