This article provides sample reading lessons in phonemic awareness, phonics, fluency, vocabulary, and comprehension to support special education instructors, reading interventionists, and others working with students who struggle with reading.
In this special Reading Rockets video series, reading expert Linda Farrell works one-on-one with students in grades K-3 to help ensure that they master the skills they need to become proficient readers.
Nemours BrightStart! researches, develops and offers evidence-based tools targeting young children at risk for reading failure. Their goal is to effectively instruct children at the very beginning of their reading journey to ensure long-term reading success. In addition to direct services for young children in Florida and Delaware, Nemours BrightStart! helps parents, educators, health care professionals and community leaders understand key concepts and actions needed to promote reading success for all children through a variety of tools, services and resources.
This guide for parents provides basic information about Response to Intervention (RTI), an example of the three-tier model, progress monitoring, RTI and special education evaluation and eligibility, RTI in action, and questions parents should ask.
In this statement, the National Association of School Psychologists (NASP) identifies the characteristics of students more likely to be retained and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs,(c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies.
Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.
This influential 1998 report was developed by The Committee for the Prevention of Reading Difficulties in Young Children, established by the National Academy of Sciences to study the comparative effectiveness of interventions for young children who are at risk of having problems learning to read. The primary goal of the project was to translate the research findings about reading into advice and guidance for parents, educators, and others involved in the literacy development of young children.
Recent research has identified strategies that have the potential to improve reading among students in grades 4–9 with reading difficulties. Research is distilled into practical recommendations educators can use when providing reading interventions. This guide details four evidence-based practices designed to be used by special educators, general education teachers, reading specialists and coaches, administrators, and parents.
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations.
For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with their child, families play another important role — being on the lookout for early signs of possible trouble.
Learn about an early intervening system being developed for young children, called Recognition and Response, designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or 4, before they experience school failure and before they are referred for formal evaluation and possible placement in special education.
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
