Socioeconomic differences are conventionally indexed by such demographic variables as household income and parents’ education and occupation, alone or in some weighted combination.
Learn how school psychologists can partner with reading specialists and classroom teachers to evaluate the benefits of early intervention reading programs in their districts.
Here are a dozen simple strategies to help your children keep the academic skills they learned during the school year. Support them as they read. Give them material that is motivating — and some of it should be easy. Help them enjoy books and feel pleasure — not pressure — from reading. The summer should be a relaxed time where their love of learning can flower.
Parents and teachers can sympathize with struggling readers to a point, but they are usually far removed from the challenge of learning to read themselves. However, this reading specialist suffered a head injury and tells her story of what it was like to know how to decode but not to comprehend what she read.
Does summer reading really work? Can simply giving books to children actually help close the achievement gap? This article shares what we know and what we are still learning about summer reading.
The summer is a time to unwind and relax for parents and kids alike, but learning should not come to a halt. By focusing on your child’s interests, involving the family, and setting goals, you can motivate even the most reluctant learners
Technology tools and supports can be an excellent way to help struggling students engage with social studies texts in a meaningful way, and build deeper understanding through guided inquiry.
First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties. Many schools are also equipped to provide extra help to the children who need it.
Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
The parent-teacher conference can be a stressful time for both parents and teachers even more so if your child possibly has a problem. This article offers strategies for getting the most out of the conference, and also includes stories from veteran teachers of successful (and not-so-successful) parent-teacher conferences.
Improving the effectiveness of interventions for struggling readers requires a school-level system for early identification of ‘at risk’ students and then providing those students with intensive interventions. Learn from Reading First schools with demonstrated success in reaching struggling readers.
This article describes two processes that are essential to teaching beginning reading to students with learning disabilities: phonological awareness and word recognition, and provides tips for teaching these processes to students.
Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students’ reading by explicitly and systematically nourishing students’ motivations as readers.
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.
There are many beliefs and a great deal of dogma associated with reading acquisition, and people are often reluctant to let go of their beliefs despite contradictory research evidence. Here are 10 of the most popular and most potentially pernicious myths that influence reading education.
Children from a variety of backgrounds struggle with learning to read. However, as described in this article, research points to one common reason they struggle, and common strategies to help them succeed.
In many states, third graders who cannot read proficiently are required to repeat that year. This policy, known as mandatory retention, can greatly impact students’ emotional and cognitive development. In an effort to reconcile the academic and social needs of young learners, this article addresses the pros and cons of mandatory retention, global treatment of the problem, and possible solutions.
The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing and implementing an effective IEP requires teamwork. So, who’s on the team?
Recent research has provided a clearer picture about reading difficulties and how to prevent them. This position paper of the International Dyslexia Association argues for reform in teacher preparation to reflect these research-based understandings.
Tutors can play very important roles in the lives of the children they work with. Learn about these roles and the types of tutoring programs that are available to provide young readers with one-on-one support.
We asked the parents and teachers who frequent our web site for their ideas about how to encourage kids, especially those who aren’t excited about books, to do more reading. Thanks to all you tip-sters out there, we received tons of advice, which we’ve summarized in the seven tips below.
The U.S. Department of Education developed this brief guide for reading tutors. It lists ways that tutoring helps both the learner and the tutor, and provides practical tips that can help tutors be more effective in their work.
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.
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students themselves, their teachers, and other students — if they understand parent perspectives. Parents’ areas of concern are described, and implications for school counselors are discussed.
