Use Bloom’s Taxonomy to teach students how to generate questions while reading. Research shows that generating questions at different levels of thinking can strengthen students’ memory, integration and identification of main ideas, and overall comprehension.
To help students comprehend expository text structures, teachers can acquaint them with the signal or cue words authors utilize in writing each of the structures and use the graphic organizers offered in this article
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 article offers some ideas on how to introduce poetry to ELLs and integrate it with reading instruction, as well as some ideas for reading poetry aloud in a way that will encourage oral language development.
Originally designed with seventh grade students, Reciprocal Teaching is a research-based strategy that teaches students to work in small groups to coordinate the use of four comprehension strategies: prediction, clarification, summarization, and student-generated questions. This article illustrates how to implement Reciprocal Teaching for the Primary Grades (RTPG). Modifications include: additional strategies, cue cards with pictures and scripts, group work interspersed with whole class follow-up, and an independent written component for individual student accountability.
It’s called lots of different things: Drop Everything and Read (DEAR), Sustained Silent Reading (SSR), and Million Minutes to name a few. Regardless of the different names, the intent is the same — to develop fluent readers by providing time during the school day for students to select a book and read quietly. Nearly every classroom provides some time during the instructional day for this independent silent reading. Despite its widespread use in classrooms, silent reading hasn’t enjoyed much support in the research literature.
Learn more about the four recommended practices in Response to Intervention (RTI): universal screening; progress monitoring and differentiation; systematic skill instruction; and system-wide implementation.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Response to Instruction (RTI) and Universal Design for Learning (UDL) are two great ideas for making sure the curriculum reaches all students. Learn about how you can implement these ideas as part of your regular routine in the general education classroom.
Learn about evidence-based practices that encourage first graders’ engagement with texts. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, discuss three literacy strategies implemented in one first-grade classroom, and share examples of student work.
Because reading specialists have advanced degrees in reading, they are in a position to prevent reading failure at their schools. This position statement describes the roles reading specialists can play in instruction, assessment, and school leadership.
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
Effective school reading programs in schools share certain characteristics, from sound methods and materials to quality professional development and administrative practices. Learn about eight features of research-based school reading programs.
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.
Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.
Schools play a pivotal role in helping young children learn how to read. This collection of tips will help administrators, teachers, and other school staff members set children on the path to reading.
Children must understand how speech sounds work to be ready for instruction in reading and writing. There are many activities that you can do with your students to help them increase their knowledge of speech sounds and their relationship to letters.
Use picture books to teach young writers how to organize plot logically. This article includes examples of basic plot structures, along with picture books that use those structures.
Early experiences with sounds and letters help children learn to read. This article makes recommendations for teaching phonemic awareness, sound-spelling correspondences, and decoding, and includes activities for parents to support children’s development of these skills.
If 40 percent of all third-graders are not reading adequately today, reducing this substantially by the time children being born today reach third grade will be an enormous undertaking.
Based on research and effective practice, these strategies help students learn how to coordinate and use a set of key comprehension techniques before, during, and after they read a variety of texts.
Structured Literacy prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is effective for all readers. Get the basics on the six elements of Structured Literacy and how each element is taught.
You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).
