Categories
Resources for Reading
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Elementary Reading Intervention Programs
All recommended programs have been extensively reviewed and are currently being piloted throughout the district.
Steps Followed: Reviews from FCRR (Florida Center for Reading Research) and the University of Oregon Reading First Center were studied. Only those programs receiving high scores were considered. Vendors from programs under consideration were invited to an Instructional Fair. Fair attendees completed rated reviews of the programs.
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Peer-Assisted Learning Strategies (PALS)
PALS combines proven instructional principles and practices and peer mediation so that research-based reading and math activities are effective, feasible, and enjoyable. PALS is a version of classwide peer tutoring.
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What Works Clearinghouse
The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.
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Beginning Reading: What Works Clearinghouse (WWC)
The Beginning Reading What Works Clearinghouse (WWC) reviews focus on reading interventions for students in grades K-3 that are intended to increase skills in alphabetics, reading fluency, comprehension, or general reading achievement. Interventions for this review are defined as programs, products, practices, or policies that are intended to increase skills in the areas named above.
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Big Ideas in Beginning Reading
This website is designed to provide information, technology, and resources to teachers, administrators, and parents across the country. Big Ideas in Beginning Reading focuses on the five BIG IDEAS of early literacy: phonemic awareness, alphabetic principle, fluency with text, vocabulary, and comprehension. The website includes definitions and descriptions of the research and theories behind
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Focus on Effectiveness: Researched-Based Strategies
Connecting research recommendations to practice can improve instruction. These key research-based strategies have impact on student achievement—helping all students, in all kinds of classrooms. Strategies are organized into categories of familiar practices in order to help you fine-tune your teaching to improve student achievement.
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Free-Reading!
Free-Reading is an “open source” instructional program that helps teachers teach early reading. Because it's open source, it represents the collective wisdom of a wide community of teachers and researchers. It's designed to contain a scope and sequence of activities that can support and supplement a typical “core” or “basal” program.
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Never Too Late: Approaches to Reading Instruction for Secondary Students...
lated literature on secondary students who have difficulty reading and identified four factors necessary for students to become proficient readers: Two approaches developed to improve the reading skills of secondary students with learning disabilities are Collaborative Strategic Reading (CSR) and Strategic Instruction Model (SIM).
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Proven ideas from research for parents:...Kindergarten through 3rd Grade
A short summary of what scientific research says about how children learn to read and write. Things you can do with your child at three different grade levels--kindergarten, first grade, and second and third grades--to help him become a reader, as well as what to look for in quality reading instruction at each grade level...
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Put Reading First: Research Building Blocks for Teaching Children to Read
While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show us the skills children must learn in order to read well. These skills provide the basis for sound curriculum decisions and instructional approaches that can help prevent the predictable consequences of early reading failure.
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Strategies to Help Kids Who Struggle with Reading
Did you know that learning to read is a challenge for almost 40 percent of kids? The good news is that with early help, most reading problems can be prevented. The bad news is that 44 percent of parents who notice their child having trouble wait a year or more before getting help.
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