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Children who struggle with reading don't seem to need instruction that's different from what children who don't struggle receive. What they do need is more intensive support. No one method will work for all students. The best teachers develop a repertoire of strategies for working with struggling students, many of which are included below. To dig deeper, please see other sections of this web site including Techniques for Teaching Reading Effectively and specific topic areas such as Phonemic Awareness and Phonics and Decoding.
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By: Jim Burke (1998)
This article offers a collection of interactive activities that help kids become more involved in the stories that they read.
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: U.S. Department of Education (1997)
Doing activities with your children allows you to promote their reading and writing skills while having fun at the same time. These activities for pre-readers, beginning readers, and older readers includes what you need and what to do for each one.
By: Newspaper Association of America Foundation (2007)
Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.
By: My Child magazine (2007)
Letter writing can be fun, help children learn to compose written text, and provide handwriting practice — and letters are valuable keepsakes. This guide was written for England's "Write a Letter Week" and contains activities to help children ages 5–9 put pen to paper and make someone’s day with a handwritten letter.
By: Annette Lamb and Larry Johnson (2005)
Encourage students to become better listeners and readers through audiobooks.
By: Sarah Hudelson (1988)
In teaching second language learners how to speak and read English, it is important not to neglect their writing development. Here are some strategies for teaching ESL children to become writers.
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: Amy Stuczynski, Joyce Riha Linik, Rebecca Novick, and Jean Spraker, et al. (2005)
Literacy activities can take on a new meaning when students are reading and writing about their own community. Children learn the true value of print when they document the oral histories of the elders in their town.
By: Michael Pressley (2000)
Without a strong background in basic skills like decoding and vocabulary-building, reading comprehension is impossible. This article offers research-based strategies for building on these and other skills to increase student understanding of what is read.
By: The Access Center (2005)
Learn about “computer-assisted instruction” (CAI) and the ways in which it enhances teacher instruction.
By: Tony Vincent (2008)
Creating podcasts in the classroom has many educational benefits, including strengthening skills in research, writing, and collaboration — and podcasting is easy to do. This article walks you through the steps of preproduction, recording, postproduction, and publishing.
By: Diane Henry Leipzig (2000)
Differentiating instruction is more complex than just providing different students with different learning experiences. Learn about this distinction by reading classroom examples that contrast differentiated literacy instruction with simply different instruction.
By: Access Center (2004)
Differentiated instruction is based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
By: The Access Center (2004)
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.
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