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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: Partnership for Reading (2004)
School administrators have a critical leadership role to play in helping students become good readers. This article suggests seven key action steps on how principals and other administrators can create a school framework for success.
By: Lynn S. Fuchs and Douglas Fuchs (2003)
Progress monitoring is an assessment technique that tells teachers how and when to adjust curriculum so that students meet benchmark goals by the end of the year. This research shows that progress monitoring is an effective way to set and meet academic goals.
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: 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: 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: Laura Bush (2001)
Quality can look different in individual primary grade classrooms. However, there are certain characteristics of effective early reading programs that parents can look for in their children's classrooms. First Lady Laura Bush presents a list of these characteristics in this guide for parents.
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: National Institute of Child Health and Human Development (2000)
Fluency, reading in a fast and fluid manner, is what often distinguishes to observers the reading performance of a good reader from a poor reader. Find out what the research says about the two most common instructional methods for developing fluency: guided oral reading and independent silent reading.
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: International Reading Association (2000)
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.
By: National Institute of Child Health and Human Development (2000)
Comprehension is critically important to the development of children's reading skills and therefore to the ability to obtain an education. Indeed, reading comprehension has come to be the "essence of reading" (Durkin, 1993), essential not only to academic learning in all subject areas but to lifelong learning as well.
By: National Reading Panel (2000)
Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling.
By: National Institute of Child Health and Human Development (2000)
Alphabetics is a term for the letter-sound elements of learning to read, including phonemic awareness and phonics. In this summary, find out what practices for teaching alphabetics have been proven effective by research.
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: 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.
- For older articles, see the Curriculum and Instruction Archives >
