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We know now a lot about the best ways to teach reading, how to identify children at risk, and how to intervene effectively. The articles in this section offer information on what effective instruction looks like – in the classroom, throughout a school, and district-wide.
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By: Texas Education Agency (1996)
Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.
By: Learning First Alliance (2000)
We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.
By: International Reading Association (2008)
There are a number of current informal reading inventories. Each has its strengths and limitations and unique characteristics, which should be considered in order to best fit a teacher's needs.
By: Just Read, Florida! (2005)
Research shows that students need at least 90 minutes of uninterrupted reading instruction per day in order for sufficient student reading development, and that this instruction must be dense: systematically delivering explicit teacher directions; scaffolded over time; and differentiated across the classroom. Here is a chart from Just Read, Florida! that provides an example of how to set up a good 90-minute reading block.
By: What Works Clearinghouse (2009)
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.
By: Partnership for Reading (2004)
While most parents take a dedicated interest in their children's schooling, particularly the first few grades, many may not be aware of what is considered proper curriculum – and whether their children's schools are teaching at an appropriate level.
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.
By: Daniel T. Willingham (2006)
How does the mind work — and especially how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
By: National Institute for Literacy Publication (2007)
By: Mark Stricherz (2001)
The National Association for Elementary School Principals has released a booklet on what principals should know and be able to do. Learn about their recommendations, including a focus on instructional leadership and six steps to raise test scores.
By: Beth Antunez (2002)
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.
By: International Reading Association (2000)
Every child deserves excellent reading teachers because teachers make a difference in children's reading achievement and motivation to read.
By: Reading Rockets (2009)
It's important to recognize what good schools look like. The quality of your child's school has a huge impact on his or her learning.
By: Phonological Awareness Literacy Screening (PALS) at the University of Virginia (2008)
Different book leveling systems each have unique ways of describing the age- and grade-level appropriateness of books. This chart provides equivalency information across six leveling systems: Basal level/PALS, Guided Reading, DRA, Rigby PM, Reading Recovery, and Lexile.
- For older articles, see the Curriculum and Instruction Archives >
