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By: Daniel T. Willingham (2006)
Learning happens when we connect new information to what we already know. When children have limited knowledge about the world, they have a smaller capacity to learn more about it. Here are four ways teachers can build content knowledge that will expand the opportunity for students to forge new connections — and make them better independent readers and learners.
By: West Bloomfield Township Public Library (2006)
Don't forget to add non-fiction books to your reading routine! Kids can follow their own interests and learn about the world around them by reading about bugs, dinosaurs, or outer space. You can also use the information in books to do activities at home – make green eggs and ham like Sam I Am, or a newspaper hat like Curious George!
By: Mary Ruth Coleman, Virginia Buysse, and Jennifer Neitzel (2006)
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.
By: Susan Neuman (2006)
By: Geoffrey Alan (2006)
What can afterschool programs offer that the regular school day can't? To build literacy skills and school achievement, think outside the classroom.
By: Southwest Educational Development Laboratory (2006)
Afterschool programs have been found to contribute to school success. Find out more about the characteristics that all strong programs share.
By: Thomas S. May (2006)
Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.
By: Kate Walsh, Deborah Glaser, and Danielle Dunne Wilcox (2006)
When some children are learning to read, they catch on so quickly that it appears effortless. It does not seem to matter what reading curriculum or teachers they encounter, for they arrive at school already possessing the important foundational skills. For other children, though, the path to literacy is far more difficult and by no means assured. It matters very much what curriculum their schools use and who their first teachers are.
By: Elizabeth Crawford and Joseph K. Torgesen (2006)
Improving the effectiveness of interventions for struggling readers is critical. It requires a school-level system for early identification of 'at risk' students and then providing those students with intensive interventions. This article describes what the Florida Center for Reading Research has learned by visiting Reading First schools that have demonstrated success in reaching struggling readers. School leaders will find ideas described here that can help them successfully meet the unique challenges within their own schools.
By: G. Emerson Dickman (2006)
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
By: AARP (2005)
Reading with your grandchild is one of the most important activities you can do together. This article will give you some tips as to how to make the most of this special time.
By: U.S. Department of Education (2005)
What's typical development? And what can parent do to be sure their child is getting the stimulation he or she needs? Here's a list of what to look for as a child learns and grows from infancy to preschool.
By: Sebastian Wren (2005)
This article illustrates the difference between being able to decode words on a page and being able to derive meaning from the words and the concepts they are trying to convey.
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: Reading Rockets (2005)
IDEA (Individuals with Disabilities Education Act) is our nation's special education law. Below you'll find important information about IDEA 2004, which went into effect on July 1, 2005.
By: Kathryn Drummond (2005)
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
By: The Access Center (2005)
How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!
By: U.S. Department of Education (2004)
What parents do or don't do in the preschool years has a lasting impact on children's reading ability. Learn some facts about the importance and need for literacy experiences in the primary grades.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
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.
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