For Other Professionals
e-mail
print
shareAbout Reading
Children learn to speak and walk by instinct. But did you know reading is different? Reading needs to be taught. Kids in the United States, though, aren't learning this fundamental skill. An astonishing 40 percent of American fourth graders can't read at the "basic" level. The following articles provide an introduction to what's involved in teaching kids to read and where we are in succeeding or failing at doing so.
Sort by: | Date | Title |
Display: Summaries | Titles only
By: Louisa Moats and Carol Tolman (2008)
Human brains are naturally wired to speak; they are not naturally wired to read and write. With teaching, children typically learn to read at about age 5 or 6 and need several years to master the skill.
By: National Institute for Literacy Publication (2007)
By: National Association for the Education of Young Children (2005)
Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions.
By: National Institute for Literacy (2005)
Teachers can strengthen instruction and protect their students' valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This article provides a brief introduction to understanding and using scientifically based research.
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: Partnership for Reading (2004)
These findings of the National Reading Panel offer a wealth of detailed information on strategies that have proven to work in reading instruction.
By: Jane McFann (2004)
The statistics are consistent: Young male readers lag behind their female counterparts in literacy skills. This article looks at the social, psychological, and developmental reasons why, and suggests solutions — including the need for more men to become role models for reading.
By: Texas Education Agency (2002)
Children's knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequences of letters.
By: Diane Henry Leipzig (2001)
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
By: Diane Henry Leipzig (2001)
Get information about learning to read and facts about reading difficulties in this overview of ten basic points about reading.
By: Diane Henry Leipzig (2001)
It's not an easy thing, learning to read. This article provides a brief overview of what is involved and what parents, teachers, and everyone else who touches the life of a child can do to help those who struggle.
By: G. Reid Lyon (2000)
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
By: Donald N. Langenberg (2000)
According to research, some instructional methods for teaching reading are more effective than others. Find out what the National Reading Panel's review of the research revealed about best practices in reading instruction.
By: Center for the Improvement of Early Reading Achievement (1998)
Learn ten lessons from research about the home and school experiences necessary for reading success in this concise overview.
- For older articles, see the About Reading Archives >
