A veteran reading teacher shares takeaways from her ‘Teachers as Readers’ learning group. What teachers need: enough time to teach language arts, well-stocked classroom libraries, student input, and meaningful professional development.
Explore how to use children’s poetry to encourage kids to read. You might start with poems from celebrated poets like Jack Prelutsky, Shel Silverstein, Judith Viorst, and Eloise Greenfield.
ELL experts Cynthia Lundgren and Kristina Robertson discussing effective reading comprehension strategies for teaching English language learner students.
Kindergartners are just beginning their journey as readers, yet they are actively absorbing language and experiences to make sense of the world around them. Encourage your child to think and talk about shared oral stories and books that are read aloud. You can also help by exposing your child to lots of interesting words — vocabulary is key to comprehension.
Learn about the features in e-books that may distract, support, or extend comprehension and the need for more scaffolding of reading instruction with e-books. The article also addresses ways to familiarize students with multi-touch tablet devices while encouraging students and teachers to transfer print-based reading strategies to this new medium.
Read early and read often. The early years are critical to developing a lifelong love of reading. It’s never too early to begin reading to your child! The tips below offer some fun ways you can help your child become a happy and confident reader. Try a new tip each week. See what works best for your child.
Play is the work of children — through play and interaction, children learn how to talk, listen, read, and write. Read about typical behaviors of emergent and beginning readers, and how each of these behaviors relate to reading and writing.
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
Reading instruction should help kids to develop metacognition when they’re reading, and involving students in self-evaluation can be an important part of instruction towards that goal.
Find guidance on determining text readability, the importance of using grade-level texts, how to scaffold complex texts, and when to use predictable, decodable, and controlled vocabulary texts.
Learn about evidence-based practices that encourage first graders’ engagement with texts. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, discuss three literacy strategies implemented in one first-grade classroom, and share examples of student work.
One of the most misunderstood topics in reading instruction involves the extent to which children should be encouraged to rely on context cues in reading.
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
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.
Three main accomplishments characterize good readers. Find out what these accomplishments are, and what experiences in the early years lay the groundwork for attaining them.
Leaders at the Arlington County (Virginia) NAACP call on the Superintendent of APS Public Schools to adopt evidence-based reading instruction in every district K-3 classroom. Our children’s literacy is a critical civil rights and equity issue. Every child has the right to consistent, high-quality instruction.
Give your child lots of opportunities to read aloud. Inspire your young reader to practice every day! The tips below offer some fun ways you can help your child become a happy and confident reader. Try a new tip each week. See what works best for your child.
This study of first and second graders looked at teacher-led read alouds as a way to introduce science concepts. Results suggest that multiple exposures to a related concept across different stories gave students more time to build a mental representation of important ideas. This evidence suggests that moving beyond a single text as a source for building students’ understanding is an important instructional approach.
