Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
All children deserve quality reading instruction that is based on research and best practices. How can you know if your child is getting good reading instruction at school? Find out what good reading instruction should look like and questions you should ask your child’s teacher.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
In today’s schools, too many children struggle with learning to read. We must become well-versed in science-based reading instruction in order to affect school-wide policy. And for our children, we must be sure they are receiving the best possible instruction in reading.
Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. To read, children need to understand the alphabetic principle — the idea that letters represent the sounds of spoken language. Decoding is when we use letter-sound relationships to translate a printed word into speech.
Whole class? Small group? Or one-on-one instruction? How much time for each component of reading? Get the basics on effective grouping for reading instruction and a flexible example of an ELA block.
Careful pairing of reading with phonics study gives children a chance to apply what they are learning about letters and sounds to the reading of words and stories.
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC’s recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
