Creating a word family chart with the whole class or a small group builds phonemic awareness, a key to success in reading. Students will see how words look alike at the end if they sound alike at the end — a valuable discovery about our alphabetic writing system. They’ll also see that one little chunk (in this case “-an”) can unlock lots of words!
As we head towards September and a new school year, here’s advice from special education expert Rick Lavoie that may be helpful as you attempt to make special needs kids in your class feel warm, welcome, and wanted. Using the word SEPTEMBER, he shares nine concepts that can help you in this effort.
Whole class? Small group? Or one-on-one instruction? How much time for each component of reading? Get the basics on effective grouping for reading instruction and a flexible example of an ELA block.
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.
The NICHD Early Interventions Project was designed to increase reading achievement in nine low-performing schools in the District of Columbia. This article describes the experience of one researcher working with these schools, and makes recommendations for policymakers and administrators.
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
Almost every interaction in a child’s world is preparing them to become a reader and writer. This page outlines the stages of writing development, and tips for adults to help along the way.
There are a number of current informal reading inventories — each has its strengths, limitations, and unique characteristics, which should be considered in order to best fit a teacher’s needs.
Originally designed with seventh grade students, Reciprocal Teaching is a research-based strategy that teaches students to work in small groups to coordinate the use of four comprehension strategies: prediction, clarification, summarization, and student-generated questions. This article illustrates how to implement Reciprocal Teaching for the Primary Grades (RTPG). Modifications include: additional strategies, cue cards with pictures and scripts, group work interspersed with whole class follow-up, and an independent written component for individual student accountability.
How to maximize the effectiveness of preteaching vocabulary, setting a purpose for reading, reading aloud and silently, questioning and discussion after reading, and oral reading practice.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Learn what reading fluency is, why it is critical to make sure that students have sufficient fluency, how we should assess fluency, and how to best provide practice and support for all students.
If your child has a learning disability, they may benefit from assistive technology tools that play to their strengths and work around their challenges.
Writing is a new way for young children to tell their stories and express themselves, but they are also learning valuable lessons about print concepts and letter-sound relationships when they put pen to paper.
Children progress through certain stages of spelling development. Knowing this progression allows teachers to compel development through their instruction. Find out strategies for doing so in this article, such as promoting the use of invented spelling in the early stages.
Reading expert Linda Farrell works with Calista, an early stage reader, on short vowel sounds, blending and manipulating sounds, reading whole words, and fluency. Ms. Farrell starts by making sure Calista has a strong foundation in short vowel sounds by teaching her hand motions to remember those sounds more easily. After Calista demonstrates she knows short vowel sounds, Ms. Farrell teaches her to change one sound in a spoken word using manipulatives. Finally, Ms. Farrell helps Calista move from sound-by-sound reading to whole word reading.
