This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…

This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…

"Autism at-a-Glance" is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the "Autism at-a-Glance"…

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

The article describes ways in which visually impaired students can recruit readers on college campuses, make sure that they perform well, maintain productivity, and terminate them should it be necessary. (Author)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Points out that preparing a manuscript for oral presentation often requires modifying, simplifying, amplifying, clarifying, and intensifying the original writing. Also notes that a speaker can make reading the paper more interesting by knowing the paper very well and striving for eye contact with the audience. (TJ)

Suggests reading activities involving prose, poetry, fiction, and dramatic reading with expression for sixth-grade students who read at and above grade level. (RH)

An ABAB withdrawal design was used to investigate the effects of explicit timing on accurate oral reading rate of sight word phrases of four elementary students demonstrating difficulty with reading. During baseline the students were exposed to flash cards with sight word phrases and asked to read them out loud and were not made aware that they…

Presents a technique for use with large groups of children to provide them with practice in fluent reading. (FL)

Criticizes use of round-robin oral reading and suggests ways in which oral reading can be effective. Some uses of oral reading in the social studies classroom are during class discussion and after silent reading for comprehension, with captioned filmstrips, for vocabulary development activities, and for expressive, audience-oriented reading. (KC)

Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)

Presents suggestions for using plays in the classroom as a means of developing language and reading skills. Provides a list of plays covering many topics and grade levels. (FL)

Suggests that the Tarot deck can serve as a mechanism for generating many coherent stories and that the basic elements of narrative are inherent in and arise from the structure of a Tarot reading. (HOD)