Search Content type Content type Show options… Articles Blog Posts Booklists Classroom Strategies Guides and Toolkits Literacy and Education Organizations Pages Profiles Questions Research Reports Web Resources Topic Topic Show options… About Reading Activities Advocacy Afterschool and Community Programs Alphabet Knowledge Assessment and Evaluation Assistive Technology Autism Spectrum Disorder Background Knowledge Children’s Books Classroom Management Common Core Standards Comprehension Content Area Literacy Curriculum and Instruction Developmental Milestones Differentiated Instruction Dyslexia Early Literacy Development Ed Tech and Digital Media English Language Learners Executive Function Fluency Inclusion Intervention and Prevention Learning Disabilities Libraries Motivation Oral Language Parent Engagement Phonics and Decoding Phonological and Phonemic Awareness Preschool and Child Care Print Awareness Professional Development Reading Aloud Reading and the Brain RTI and MTSS School-Wide Efforts Social-Emotional Learning Special Education Speech, Language, and Hearing Spelling and Word Study STEM Literacy Struggling Readers Summer Reading Teacher Education Tutoring and Volunteering Vocabulary Writing Blog Post What Should Small Group Reading Instruction Look Like? Blog Post What Teachers Need to Know about Sentence Comprehension Blog Post What text levels are appropriate for independent reading? Blog Post What Is the Best Way to Organize a Classroom for Reading Instruction? Learn why teachers should minimize the amount of small group instruction — and what effective small group instruction looks like. Blog Post What’s the Difference Between Close Reading and Teaching Complex Text? Blog Post What Is the Proper Sequence to Teach Reading Skills? Blog Post What’s the Role of Amount of Reading Instruction? Blog Post What Is the Science of Reading? Blog Post What do you think of Guided Reading for secondary school? Blog Post What do you think of “phonics first” or “phonics only” in the primary grades? Blog Post What Do You Think of the Reading Workshop? or How Not to Teach Reading Comprehension Blog Post When Language Is a Wall Many texts contain language (figurative and literal) that can be a barrier to comprehension. We need to see those language walls and teach students how to scale them so their reading has meaning. Blog Post Where Does Content Fit In Literacy Learning? Learning to Dance and Talk at the Same Time Blog Post Where does curiosity begin? Blog Post Where Questioning Fits in Comprehension Instruction: Skills and Strategies Blog Post Why Aren’t American Reading Scores Higher? Blog Post Why Don’t You Encourage Reading Practice? Blog Post Why Is It So Hard to Improve Reading Achievement? Blog Post Why How Many Minutes of Teaching Something Isn’t the First Thing to Ask of Research Blog Post Why Instructional Sequence Doesn’t Always Matter Beyond very general guidelines, teachers have a lot of latitude in sequencing instruction for letters and sounds. Blog Post Why Letter of the Week May Not Be Such a Good Idea Blog Post Why Main Idea Is Not the Main Idea — or, How Best to Teach Reading Comprehension Focus on summarizing, text structure analysis, and paraphrasing — those skills require more integrated thinking about a text’s content. Blog Post Why We Need to Teach Reading and Writing Blog Post Why We Need to Teach Sentence Comprehension Blog Post Why I’m Not Impressed with Effective Teachers Pagination First Previous … Page 6 Page 7 Page 8 Page 9 Current page 10 Page 11 Next Last Liked it? Share it!
Blog Post What Is the Best Way to Organize a Classroom for Reading Instruction? Learn why teachers should minimize the amount of small group instruction — and what effective small group instruction looks like.
Blog Post When Language Is a Wall Many texts contain language (figurative and literal) that can be a barrier to comprehension. We need to see those language walls and teach students how to scale them so their reading has meaning.
Blog Post Why Instructional Sequence Doesn’t Always Matter Beyond very general guidelines, teachers have a lot of latitude in sequencing instruction for letters and sounds.
Blog Post Why Main Idea Is Not the Main Idea — or, How Best to Teach Reading Comprehension Focus on summarizing, text structure analysis, and paraphrasing — those skills require more integrated thinking about a text’s content.