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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: 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.
By: Southwest Educational Development Laboratory (2004)
Hearing the difference between similar sounding words such as grow and glow is easy for most children, but not for all children.
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: Reading Rockets (2004)
Children must understand how speech sounds work to be ready for instruction in reading and writing. There are many activities that you can do with your students to help them increase their knowledge of speech sounds and their relationship to letters.
By: Susan Jones (2002)
Here are some concrete techniques that children can use to study spelling. This article also shares guidelines teachers and students should keep in mind, because practice makes permanent.
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: Texas Education Agency (2002)
The best strategy for developing reading fluency is to provide your students with many opportunities to read the same passage orally several times. To do this, you should first know what to have your students read. Second, you should know how to have your students read aloud repeatedly.
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: Cynthia Warger (2001)
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)
There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.
By: Judith Gold and Akimi Gibson (2001)
This article discusses the power of reading aloud and goes a step further to discuss the power of thinking out loud while reading to children as a way to highlight the strategies used by thoughtful readers.
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: Partnership for Reading (2001)
The following are answers to frequent questions teachers have about writing instruction.
By: Partnership for Reading (2001)
This article provides examples of classroom instructional techniques as well as specific activities for helping students build their vocabularies.
By: Partnership for Reading (2001)
The scientific research on vocabulary instruction reveals that 1) most vocabulary is learned indirectly, and 2) some vocabulary must be taught directly.
By: Partnership for Reading (2001)
This article answers four common questions teachers have about vocabulary instruction, including what words to teach and how well students should know vocabulary words.
By: Partnership for Reading (2001)
The following are answers to frequent questions teachers have about fluency instruction.
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: 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: Diane Henry Leipzig (2000)
"Word study" is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. This article describes the word study approach.
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