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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: Joanna P. Williams (2000)
Some children can master decoding and still be poor comprehenders. Learn what interventions have been found to help these children read narrative and expository texts more strategically.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at age six.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at age five.
By: National Institute for Urban School Improvement (2000)
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
By: Carol Ann Tomlinson (2000)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
By: Carol Ann Tomlinson (2000)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
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: G. Reid Lyon (2000)
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
By: Holly Kreider, Ellen Mayer, and Peggy Vaughan (1999)
Good communication between parents and teachers has many benefits. When parents and teachers share information, children learn more and parents and teachers feel more supported. Good communication can help create positive feelings between teachers and parents.
By: Bruce Murray (1999)
Phoneme awareness is the ability to identify phonemes, the vocal gestures from which words are constructed, when they are found in their natural context as spoken words. Children need phoneme awareness to learn to read because letters represent phonemes in words.
By: Jim Burke (1998)
This article offers a collection of interactive activities that help kids become more involved in the stories that they read.
- For older articles, see the Teaching Strategies Archives >
