Articles from A-Z

Teacher Knowledge Matters in Supporting Young Readers

By: Linda Fitzharris, Mary Blake Jones, and Allison Crawford (2008)

Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.

A Teacher's Guide to Using Newspapers to Enhance Language Arts Skills

By: Newspaper Association of America Foundation (2007)

Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.

Dyslexia Basics

By: International Dyslexia Association (2007)

Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.

How Spelling Supports Reading

By: Louisa Moats (2006)

Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.

Building on the Best, Learning from What Works: Reading Recovery

By: American Federation of Teachers (1999)

This brief from the American Federation of Teachers examines the strengths and weaknesses of Reading Recovery, one of five promising reading intervention programs they evaluated (also see Direct Instruction, Early Steps, Exemplary Center for Reading Instruction, and Lindamood-Bell in this section).

Building on the Best, Learning from What Works: Lindamood-Bell

By: American Federation of Teachers (1999)

This brief from the American Federation of Teachers examines the strengths and weaknesses of Lindamood-Bell, one of five promising reading intervention programs they evaluated (also see Direct Instruction, Early Steps, Exemplary Center for Reading Instruction, and Reading Recovery in this section).

Building on the Best, Learning from What Works: Exemplary Center for Reading Instruction

By: American Federation of Teachers (1999)

This brief from the American Federation of Teachers examines the strengths and weaknesses of Exemplary Center for Reading Instruction, one of five promising reading intervention programs they evaluated (also see Direct Instruction, Early Steps, Lindamood-Bell, and Reading Recovery in this section).

Building on the Best, Learning from What Works: Early Steps

By: American Federation of Teachers (1999)

This brief from the American Federation of Teachers examines the strengths and weaknesses of Early Steps, one of five promising reading intervention programs they evaluated (also see Direct Instruction, Exemplary Center for Reading Instruction, Lindamood-Bell, and Reading Recovery in this section).

Building on the Best, Learning from What Works: Direct Instruction

By: American Federation of Teachers (1999)

This brief from the American Federation of Teachers examines the strengths and weaknesses of Direct Instruction, one of five promising reading intervention programs they evaluated (also see Early Steps, Exemplary Center for Reading Instruction, Lindamood-Bell, and Reading Recovery in this section).