Teachers, paraprofessionals, and parents recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Without full access, reading and academic achievement remain far below intellectual capabilities. This article describes the Continuum of Reading Activities, which provides strategies that…

Helping students learn how to interpret themes in text can be, without a doubt, challenging. Students benefit from knowing different aspects/textual elements within stories to look for when constructing themes. In this teaching and learning guide, we share seven concrete ways to help students anchor their theme thinking. These seven elements can…

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…

In "Teachers as Decision Makers: Responsive Guided Reading Instruction," Robin Griffith draws on years of research and countless interactions with students and teachers to present a framework of instructional decision making centered on the readers we work with, the books we share with them, and the instructional objectives we guide them…

While reading digital texts requires many of the same foundational literacy skills as reading printed texts, it also requires skills that go beyond print-based reading. In this article, we argue that the skills children need to read, understand, and communicate about digital texts is a Core Disciplinary Practice that should be addressed in the…

Learning to read is one of the most important components of education and literacy skills in early childhood have a significant impact on later reading success. There is an abundance of quantitative research focused on reading, known as the science of reading. However, gaps and flaws have been identified in the research, indicating that an…

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…

The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science. However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require…

In "Intentional from the Start: Guiding Emergent Readers in Small Groups," Carolyn Helmers and Susan Vincent take a concentrated look at the often-underestimated reading and writing work that occurs during the emergent reading stages of literacy development (PreA-D) and the seemingly simplistic books we use to teach them in small-group…

One of the biggest challenges seasoned English language teacher Mina Gavell has faced in the classroom is how to liven up reading classes. Not only is reading inherently a quiet and solo task, but the standard skills teachers are trying to build in their students--skimming, scanning, making predictions and inferences, guessing vocabulary meaning…

This new edition of the bestseller "Reading, Writing, and Talk" responds to the urgent need for creating language and literacy pathways that are inclusive, intentional, and center wholeness and belonging. The authors explain, show, and offer critical reflections on the development, teaching, and learning of reading, writing, and talk…

This tool is designed to assist college instructors in building pre-service teachers' knowledge of evidence-based strategies for helping students in kindergarten through grade 3 acquire the language and literacy skills to succeed academically. This tool is intended for use in conjunction with the "Foundational Skills to Support Reading for…

Many adolescents need additional support during the early years of high school to develop their reading skills, but secondary teachers often have few options available that meet the unique literacy needs of this population. Therefore, the purpose of this study was to design and investigate an innovative approach to help adolescent readers with a…

Running records can be the assessments that teachers are looking for when searching for an efficient way to plan meaningful literacy instruction. Running records can give teachers immediate insights to guide on-the-fly prompting and teaching decisions to build reader independence. The authors use classroom examples to illustrate how taking and…

This position statement affirms the need to develop accessible and effective reading pedagogies in college writing classrooms so that students can engage more deeply in all of their courses and develop the reading abilities that will be essential to their success in college, in their careers, and for their participation in a democratic society.…