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.
Students with ASD can have strengths or challenges in either word recognition and language comprehension that will impact reading comprehension. It is important to assess, monitor, and track the word recognition or decoding skills and language comprehension skills as you evaluate reading comprehension.
For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with their child, families play another important role — being on the lookout for early signs of possible trouble.
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
Learn about an early intervening system being developed for young children, called Recognition and Response, designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or 4, before they experience school failure and before they are referred for formal evaluation and possible placement in special education.
Although more research is needed, the research we do have suggests that knowing how to speak English makes it easier to learn to read English. This article makes some recommendations for teaching reading to non-English-speaking children, and raises questions for future research.
Early childhood programs and elementary schools in the United States operate in widely differing contexts with varying levels of funding and resources. Regardless of the resources available, professionals have an ethical responsibility to teach, to the best of their ability, according to the standards of the profession.
It’s called lots of different things: Drop Everything and Read (DEAR), Sustained Silent Reading (SSR), and Million Minutes to name a few. Regardless of the different names, the intent is the same — to develop fluent readers by providing time during the school day for students to select a book and read quietly. Nearly every classroom provides some time during the instructional day for this independent silent reading. Despite its widespread use in classrooms, silent reading hasn’t enjoyed much support in the research literature.
Young kids love technology, gadgets, and nature! While parents may be looking for ways to reduce screen time for their kids, here are a few helpful suggestions for integrating simple technology and books into your outdoor adventures in a fun and educational way.
Science and math explorations give your growing reader a chance to strengthen observation and writing skills by keeping a special journal to fill with sketches, notes, and graphs. Try these ideas to get your child started.
Autism spectrum disorder (ASD) can be easy to miss in young children. Some behaviors involving social communication, social interaction, repetitive behaviors, and restricted interests may be red flags for ASD.
Libraries are great resources for families with young children; you can find books, entertainment, educational and cultural enrichment, literacy tips, and other valuable information. Here are nine reasons to visit your public library!
