Many kids lose ground during the summer months, especially those from low income families. Part of the problem is that many students don’t have easy access to books. This article presents some suggestions for what schools can do.
Parents can make reading more motivating by letting children choose books and making reading a memorable family event. Find out what children themselves have to say about these guidelines for parents to increase motivation.
Get the basic facts about what it takes for a young child to learn to read, best practices in teaching reading, the importance of oral language in literacy development, why so many children struggle, and more in this overview.
Reading expert Linda Farrell works with Aiko on a common letter reversal — confusing the letters ‘b’ and ‘d’. Ms. Farrell coaches Aiko to look at the letters during b/d practice and to look at the words while she works with Aiko to read short vowel words accurately.
For years, the field of reading education has been engaged in thinking about best practices. Explicit instruction in vocabulary, rereading and using digital textbooks to motivate children’s reading are among some of these updated best practices. Those in the reading community are urged to consider best practices, and how we may promote their uses, with high fidelity in classroom instruction.
Giving kids a summer full of reading and learning. School may be out, but learning is still in. In Adventures in Summer Learning, you’ll meet parents, teachers, and researchers in Washington, D.C., Detroit, and Boston who are discovering the best ways to keep kids engaged with learning during the long summer break — and avoid the “summer slump.”
Generally, research has found that digital books are read with lower comprehension and more mind wandering. But there are some strategies teachers can try to support comprehension with digital text.
In this webcast, Carol Ann Tomlinson, G. Michael Pressley, and Louise Spear-Swerling outline the most effective strategies teachers can use to address the many different needs of each of their students — so that all kids get the chance to learn to read.
Today’s Independent Reading (IR) programs differ significantly from SSR and DEAR. Effective IR programs require active teacher engagement, time, a broad range of leveled texts, talk around texts, and differentiated instruction. The benefits are well worth it: increased student achievement, motivation, and a love of reading.
Many kids are drawn to nonfiction — and learning about science, history, and geography through illustrated informational books and picture book biographies. Browse our nonfiction picture books and discover tips on how to get the most out of reading nonfiction.
Reading instruction does not need to stop when the bell rings. Using out-of-school time (OST) can be an effective way to boost academic skills while engaging students outside of the classroom. Education research lab McREL reviews effective afterschool and summer programs that focus on reading, and identifies the components that make them successful.
How can teachers make sure that each student is not only being taught, but is actually learning? In this webcast, Roland Good, Mary Ruth Coleman, and Michael C. McKenna talk about how assessment can be used to lead students to reading success.
Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
Teaching children with autism to comprehend text can be challenging. Here are some strategies educators can incorporate into daily lessons to meet the literacy needs of their students.
