Featuring Virginia Buysse, Lydia Carlis, Charles R. Greenwood, and Jim Lesko in a discussion about the role Response to Intervention (RTI) can play in child development through high-quality instruction and targeted interventions matched to children’s learning needs.
Learn how to implement a research-based text structure strategy that infuses text structures at every step of reading comprehension instruction, beginning with the introduction of the lesson, previewing of text, selecting important ideas, writing a main idea, generating inferences, and monitoring comprehension.
The number of children in child care is quickly increasing. Early childcare can lay the foundations for reading, and help prevent reading problems from developing. This article describes the current state of child care, and the challenges we face in improving its quality.
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.
Four strategies and practices are common to effective reading instruction programs: multi-tiered systems of support; universal screening, progress monitoring, and collaboration between special education and general education. This article provides links to tools that support implementation in each area.
Students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. This guide recommends five specific steps that teachers, reading coaches, and principals can take to successfully improve reading comprehension for young readers.
Embedding literacy training opportunities with schedule training represents a strategy that may have surprising and positive outcomes for some students with autism. Schedules contain a small set of vocabulary for sight word recognition and offer natural opportunities for repetitive exposure to this core set of words.
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
