Despite strong theoretical and empirical evidence suggesting that word meaning knowledge plays a critical role in word reading, interventions for students with word reading difficulties and disabilities frequently target word reading instruction in isolation. This article connects reading theory to practice by describing one approach to integrate…

Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and…

Showcasing assessment practices that can help teachers plan effective instruction, this book addresses the real-world complexities of teaching literacy in grades K-8. Leading contributors present trustworthy approaches that examine learning processes as well as learning products, that yield information on how the learning environment can be…

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)

This article introduces Making and Writing Words Using Letter Patterns (MWW-LP), a variation of the popular Making Words word study and spelling instructional activity. Research indicates that proficient readers use knowledge of letter patterns such as onsets, rimes, and affixes to decode unknown words. The MWW-LP activity uses such letter…

Making and Writing Words is a variation of Making Words, a popular spelling and word study instructional activity. In Making and Writing Words, students are guided by their teacher in writing and sorting words using a limited set of letters, then students write the words on a sheet of paper designed to accommodate the activity. Teachers have found…

Letting students as they read underline or highlight words they do not know allows teachers to find out the words their students do not know. This procedure also leaves a record of all the once unknown words for students to re-read later. It is an added advantage for teachers that it allows them to see how far into a book students have read, and…

The prevailing assumption underlying practice in the classroom is that children acquire most of their new words from context during silent reading. The trouble with learning from silent reading is that many pupils do not read widely or quickly enough. Reading aloud to children will, however, allow them to participate in activity that they all can…

Presents a basic vocabulary strategy to boost elementary students' reading comprehension and success. The three steps include identifying vocabulary words that students will need to comprehend the reading; preteaching only three to five words; and connecting the new words to concepts that students already know. (SM)

Intended to help students improve their vocabulary and spelling skills, this booklet offers activities on synonyms, antonyms, homonyms (including homophones and homographs), and acronyms. It is suggested that the teacher present these types of words as members of the "Nym Family." Ideas for posters and books to be used as instructional…

The use of visual phonics can help beginning readers or reading-disabled students overcome difficulties in word learning. The technique enhances the ability to identify grapheme-phoneme correspondences (usually appearing in the middle of words and useful for decoding) and prompts the learner to generalize these correspondences from one word to…

The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping…

This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

Mentors need to be carefully selected to assist new teachers in making a successful transition from student teaching to being fully licensed and certified to teach in the regular classroom. During the school year, the mentor may help the new teacher in a variety of ways--one is to build confidence in the new teacher for teaching and another is to…

This paper begins with an overview of necessary word recognition skills and the debate between use of phonics versus whole language. The paper gives a useful 5-step strategy for decoding unfamiliar words: (1) use context clues; (2) try the sound of the initial consonant, vowel, or blend in addition to context clues; (3) check for structural clues;…