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The primary mission of Reading Rockets is to provide resources to help parents and educators support struggling readers. This section contains important articles about why learning to read can be difficult and what teachers and parents can do to help. Be sure to also see the Strategies to Help Struggling Readers section.
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By: Sally E. Shaywitz (2004)
Learn about the specific signs of dyslexia in early childhood. Both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: American Federation of Teachers (2004)
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Sebastian Wren (2004)
There are many beliefs and a great deal of dogma associated with reading acquisition, and people are often reluctant to let go of their beliefs despite contradictory research evidence. Here are 10 of the most popular and most potentially pernicious myths that influence reading education.
By: Kathleen Bulloch (2004)
Teachers are often asked to modify instruction to accommodate special needs students. The following article takes the mystery out of adapting materials and strategies for curriculum areas.
By: Kathleen Bulloch (2004)
Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.
By: Reading Rockets (2004)
What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
By: National Summer Learning Association (2004)
Research demonstrates that all students experience significant learning losses in procedural and factual knowledge during the summer months.
By: Southwest Educational Development Laboratory (2004)
Hearing the difference between similar sounding words such as grow and glow is easy for most children, but not for all children.
By: Tyler Currie (2003)
Everyone said his 10-year-old student would never learn to read. For a long time, he believed it, too.
By: Reading Rockets (2003)
The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations.
By: Denise Johnson (2003)
Audiobooks have traditionally been used in schools by teachers of second-language learners, learning-disabled or -impaired students, and struggling readers or nonreaders. In many cases, audiobooks have proven successful in providing a way for these students to access literature and enjoy books. But they have not been widely used with average, avid, or gifted readers. This article lists the benefits of audiobooks for all students.
By: International Dyslexia Association (2002)
The International Dyslexia Association prepared this fact sheet describing reasonable accommodations involving materials, interactive instruction, and student performance to will help children with learning problems in general education and special education classrooms.
By: Richard Allington (2002)
This article by Richard Allington provides a clear-eyed view of what he believes matters most in teaching kids to read – effective and expert teachers.
By: Cynthia Warger (2001)
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)
There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.
By: Diane Henry Leipzig (2001)
First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties. Many schools are also equipped to provide extra help to the children who need it.
By: Diane Henry Leipzig (2001)
You may have a child in your life who isn't as successful with reading as you think he or she 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.
By: Lori Rog and Paul Kropp (2001)
One of the keys to helping struggling readers is to provide them with books that they can and want to read. Fiction for struggling readers must have its own textual integrity: realistic characters, readable and convincing text, and a sense of the readers' interests and needs. Texts such as non-fiction books, newspapers, magazines and even comic books can also hook students into reading.
By: Center for Effective Collaboration and Practice (2001)
Many teachers feel that they do not have enough time in the school day to work one-on-one with every student. Classwide Peer Tutoring is a way for all students to get one-on-one help and enough time to practice and learn. This brief looks at what peer tutoring is, what studies show about the effectiveness of peer tutoring, and how parents and teachers can support the practice in the classroom.
- For older articles, see the Struggling Readers Archives >
