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Dr. Nell Duke describes the "gradual release of responsibility" instructional approach to reading instruction, which involves explicit modeling and opportunities for guided practice leading to students' independent use of a particular skill or strategy.
Read a fact sheet that discusses effective reading instruction and how educators develop and implement effective instruction.
A preschool teacher discusses how she plans early literacy and language instruction, extends learning through teachable moments, and monitors student learning using a thematic unit on oceans.
This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy.
A reading intervention teacher, uses this vocabulary chart to provide secondary students with a structure for learning word meaning. Watch the presentation in the "See How" section of the "Intensive Intervention" collection, High School Academic Literacy Intervention Class, to see her classroom in action.
A school teacher uses this template designed by Jim Burke to help students who struggle with reading get organized, motivated, and set weekly academic goals. Learn more about her approach in the presentation, High School Academic Literacy Intervention Class.
Watch a video that gives an overview of dyslexia and Accessible Instructional Materials to support children with dyslexia.
This article gives ideas for giving young children with learning disabilities opportunities to practice the skills they are taught. Ideas include playing games using newly learned letters and words; finding numbers, letters and words in everyday items; and games that provide practice with numbers, letters, words and concepts.
This Reading is Fundamental resource offers suggestions for play activities to help young children build language, thinking, and physical skills that they will use to develop early writing skills.
Don Deshler, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas, discusses some of the challenges related to addressing the reading needs of academically diverse students in content-area classes.
