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.
April 12 — Beverly Cleary’s birthday — is D.E.A.R. Day, a national celebration of reading designed to encourage families to make reading a priority activity in their lives.
With televisions, computers, video games, and cell phones, modern culture makes it difficult to escape time in front of a screen, especially for our newest generation of kids. Deb Linebarger, Lisa Guernsey, and Marnie Lewis discuss what the growing exposure to media means for children’s literacy development.
Many students encounter difficulty as they transition from “learning to read” to “reading to learn” in fourth grade, and this difficulty can be even more pronounced for English language learners. Featuring Nonie Lesaux, this webcast explores effective strategies for instruction and assessment that can help teachers support their ELL students.
Getting support for your struggling reader. Learning to read is a challenge for almost 40 percent of kids — and a challenge for their parents. Hosted by Al Roker, the show visits schools in Huntingtown, Maryland, and Portland, Oregon, to see how families learn to identify early signs of reading problems and find ideas for getting their kids the help and support they need to succeed at reading.
Get an overview of ELA standards in the U.S., with links to sample state standards, and a summary of the key shifts for ELA and literacy in the Common Core State Standards.
Explore how to create a welcoming classroom for your ELLs, specific strategies that support bilingual children in each area of literacy development, and tips on connecting with families.
Bilingual speech-language pathologist Elsa Cárdenas-Hagan discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children’s schools.
In this webcast, literacy experts G. Reid Lyon, Timothy Shanahan, and Charlotte Parker talk about research-based reading instruction and discuss how schools and districts can choose the best reading programs.
Learn about Multi-tiered Systems of Support (MTSS) and how it can provide whole-child support for all the growing readers in your school. Explore how the MTSS framework aligns with Tier 1 instruction and Tier 2 and Tier 3 intervention. You’ll also get an overview of the science of reading and what we know about evidence-based instruction.
Over the last 25 years, the federal government has made a concerted effort to find out why so many children struggle with learning to read. This research has yielded a rough consensus on the best ways to teach reading, and we now know much more about how to identify children at risk and how to intervene effectively. The challenge that remains is getting this research-based information out to educators, parents, and others who work with children. The following are major federal reports on reading readiness and instruction, ordered alphabetically. Whenever possible, we’ve provided links to a free, online version of the research article, study, or book. In other cases, you’ll find a link to a publisher, journal, or online bookstore where you can obtain the resource. Before you buy though, we encourage you to check to see what community and university resources may be available to you. Universities and some public libraries often buy access to online databases and journals. Users should check to see if those resources are available to them.
Reading fluency is a child’s ability to read a book or other text accurately, with reasonable speed, and with appropriate expression. A fluent reader doesn’t have to stop and “decode” each word and can focus attention on what the story or text means. Fluency is the bridge between decoding words and understanding what has been read!
Reading fluency is a child’s ability to read a book or other text accurately, with reasonable speed, and with appropriate expression. A fluent reader doesn’t have to stop and “decode” each word and can focus attention on what the story or text means. Fluency is the bridge between decoding words and understanding what has been read!
Reading fluency is a child’s ability to read a book or other text accurately, with reasonable speed, and with appropriate expression. A fluent reader doesn’t have to stop and “decode” each word and can focus attention on what the story or text means. Fluency is the bridge between decoding words and understanding what has been read!
