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Reading Rockets offers hundreds of articles that provide research-based and best-practice information for educators, parents, and others concerned about reading achievement. Click below to find articles organized by topic.
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By: Barbara Marinak and Linda Gambrell (2009)
Exposing young children to informational text early on can help them to handle the literacy demands of fourth grade and beyond. Practical instructional techniques can be used to promote understanding and enjoyment of informational texts. The three techniques described here — Text Impression, Guiding Questions, and the Retelling Pyramid — can help children become familiar with the language and structure of non-fiction books.
By: Reading Rockets (2009)
Back-to-School Night is a great opportunity for families to learn more about their child's school and teacher. Here are some signs to look for that indicate your child is in a place where good reading instruction can take place.
By: Susan Hall (2009)
Parents are often the first to suspect their child has a reading problem. An expert alerts parents to some of the earliest indicators of a reading difficulty.
By: PBS KIDS Raising Readers (2009)
Everyday activities are a natural and effective way to begin teaching your young child about letters and words. Download and print these colorful "take-along" activities the next time you go to the grocery store or farmer's market. Turn your regular trip into a reading adventure!
By: Portland Public Schools (OR) and Colorín Colorado (2009)
By: Kristina Robertson (2009)
English language learners can benefit from field trips that provide an experience that enhances classroom learning. It can be overwhelming for a teacher to think of organizing all the details of a field trip, but with some planning beforehand and a few extra steps, field trips can be very successful! This article offers some ways to make the field trips with ELLs go more smoothly and to provide students with a meaningful academic experience.
By: Ania Siwek (2009)
A psychologist specializing in language-based learning disabilities explains how to talk to children about their LD: All the parts you need to be smart are in your brain. Nothing is missing or broken. The difference between your brain and one that doesn't have an LD is that your brain gets "traffic jams" on certain highways.
By: International Dyslexia Association (2008)
Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell better.
By: Linda Fitzharris, Mary Blake Jones, and Allison Crawford (2008)
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.
By: Newspaper Association of America Foundation (2007)
Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.
By: International Dyslexia Association (2007)
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
By: Louisa Moats (2006)
Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
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