What does it take to reach a middle school reader? Literacy expert Laura Robb recently shared her top strategies in a webcast for Scholastic fans. This article presents Robb's 13 strategies for thirteen-year-olds. These are: (1) Respect students' search for self; (2) Embrace blogging; (3) Send texts in class; (4) Take words apart; (5) Build…

Girls outscore boys in reading proficiency levels; the gender gap is startling and concerning. The myth that boys won't read or that it's not "cool" for boys to love reading plays a big part in how these low levels come to be. Low expectations from teachers, and an assumption that boys prefer physical activity, mean that boys often don't find…

Not too long ago, on a visit to two sixth-grade classrooms, the author saw very clearly the challenge teachers have before them when they try to differentiate reading. In both classrooms, 11-year-olds who read like fourth graders shared tables with classmates who read like the average ninth grader--a five-year span. How teachers approach this…

It is easy for intermediate students to get the wrong ideas about the purpose of reading. Educators pay so much attention to decoding and fluency in the early years that children sometimes come to believe that flawless and rapid word recognition is the point. As texts get more demanding or unfamiliar, some of the "good readers" in classes begin to…

Teachers sometimes try every intervention strategy they can think of to help struggling readers. However, some teachers still feel that they are not getting through. This article presents the reading strategies offered by two literacy researchers Michael Pressley and Nell K. Duke, of Michigan State University.

Think-alouds during reading allow teachers to model their thinking by voicing all the things they are noticing, doing, seeing, feeling, and asking as they process the text. Inferencing is essential for students to comprehend a wide variety of texts successfully. This article describes how teachers can use think-alouds to lend their language and…

Presents primary and intermediate level activities that use predictions to help students think deeply about books. The primary activity uses a prediction chart to encourage thinking and enthusiasm about reading. The intermediate activity uses prediction book reports to change writing about books from merely retelling, to higher-level thinking. A…

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)

In this article, the author shares the lessons he learned from Aaron, a 12-year old kid who had never been to school, on the importance of crafting systematic fluency lessons. The following are strategies that worked for them: (1) Demonstrate what fluency sounds and feels like; (2) Read aloud to the students at least three times a day from a…

Presents a sample lesson to support teachers as they guide students toward becoming more strategic, independent readers. The lesson involves using context clues to understand tough words and scaffolding reading with other word-building strategies (preteaching vocabulary and strengthening students' word knowledge) when there are no context clues.…

The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)

There are many connections between good test taking practices and good general learning practices. This article offers strategies related to reading and math instruction and testing. It also describes how to teach students the fundamentals of standardized tests. Tips for reducing test stress are provided. (SM)

This article presents ideas for turning elementary-level nonreaders into readers. Activities include teachers'"all-about-me letters" to gain insight into students' interests, and interviewing students to document their use of reading strategies. A reading strategy record sheet for the student interviews is included. (SM)