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.
Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions.
Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking (i.e., Theory of Mind).
This study describes a second-grade science curriculum designed to individualize student instruction so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. The instruction incorporates flexible, homogeneous, literacy skills-based grouping, use of leveled science text, and explicit use of discussion and comprehension strategies.
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.
Find out how an elementary school in Sheridan, Wyoming transformed their literacy instruction from a balanced literacy approach to a structured literacy framework. Integrating systematic and explicit instruction resulted in improved reading and writing achievement for their students, and professional growth for all of the teachers.
From decades of research about how young children can best learn to read, we know that there are core skills and cognitive processes that need to be taught. In this basic overview, you’ll find concrete strategies to help children build a solid foundation for reading.
The challenges of teaching English language learners to read. Hosted by Rita Moreno, Becoming Bilingual examines the challenges of teaching children to read in a new language. We visit six cities across the country to learn about the different ways schools are working to create bilingual readers.
What does good elementary literacy instruction look like? In this article, Allington identifies and discusses about these six features: time, texts, teach, talk, tasks, and test.
Most beginning readers are inconsistent. Learn more about the characteristics of a beginning reader and simple techniques and tips to nurture your child’s skills and joy in reading.
Applaud your budding story writer. Hosted by Vivica A. Fox, this episode examines the connection between reading and writing and between spelling and composition. The program features successful methods for encouraging children to write and build their vocabularies.
Do you spend most of the fall reviewing what was taught last spring? Help prevent summer reading loss by finding out why it happens and encouraging family literacy while kids are at home for the summer.
Three renowned reading and writing experts — Steve Graham, Louisa Moats, and Susan Neuman — address why writing is important, what the latest research tells us, and what educators and parents can do to support our children’s development as writers.
ELL experts Cynthia Lundgren and Kristina Robertson discussing effective reading comprehension strategies for teaching English language learner students.
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.
