The Five Big Ideas in Reading
Reading Rockets- Techniques for Teaching Reading Effectively
Provides links to articles like Reading 101, Whose at Risk?, and No Child Left Behind (NCLB).
Reading Rockets- Primer about Differentiated Instruction
Provides teachers with information about differentiated instruction.
7 Strategies to Help Struggling Readers
Tips to help teachers who have struggling readers in their classroom.
Reading Disabilities, Learning Disabilities, and Reading Difficulties
Article about reading disabilities, learning disabilities, and reading difficulties.
Target the Problem!
A tool that can help teachers and parents understand if a child is struggling with reading and what area or areas.
Links to articles on IEP's and what they should contain.
Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3 September 2001.
This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy through the Educational Research and Development Center Program. This booklet summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary and text comprehension. Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions.
Report of the National Reading Panel: Teaching Children to Read
The National Reading Panel Report outlines the most effective approaches to teaching children to read, the status of the research on reading, and reading instructional practices that are ready to be used by teachers in classrooms. Both the report and the congressional testimony are available on line and in hard copy.
Preventing Reading Difficulties in Young Children
This landmark 1998 report of the National Research Council synthesizes the wealth of research on early reading development. It provides an integrated picture of how reading develops and how reading instruction should proceed. This book includes recommendations for practice and further research. Hardcover copies are available from the National Academy Press by calling 1-800-624-6242. Each book costs $35.95 plus shipping and handling.
Starting Out Right: A Guide to Promoting Children’s Reading Success
This guide, developed by the National Research Council, explains how children Learn to read and how adults can help them. It provides ideas for the prevention of reading difficulties in early childhood and the primary grades. Copies are available from the National Academy Press by calling 1-800-624-6242. Each book costs $14.95 plus shipping and handling.
Analysis of Reading Assessment Instruments for K-3**
Review the final report of the Reading First Assessment Committee. This report was developed to provide guidance in the selection of screening, diagnostic and classroom-based instructional reading assessments for grades K-3. This report provides information about the identification and selection of reading assessment instruments that meet the intent of the Reading First Legislation.
**This report is temporary unavailable.
The Consumer’s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis March 2003.
The Consumer’s Guide by Deborah C. Simmons and Edward J. Kame’enui is a free resource that assists in evaluating the completeness of core reading programs, based on scientifically based reading research.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.
Planning and evaluation tool for effective school wide reading programs.
The Planning and Evaluation Tool for Effective School wide Reading Programs was developed to assess school progress. It was designed by E.J. Kame’enui and D.C. Simmons, University of Oregon, Institute for the Development of Educational Achievement, as a program auditing tool to assess implementation. It is useful in prioritizing goals, developing an action plan, and assessing progress in a school’s reading program.
Big Ideas in Beginning Reading
This website is designed to provide information and technology to teachers, administrators, and parents across the country. With determination, vigor, and reliance on validated research, the goal of all children reading by the end of third grade will be reached.
Teaching Reading Is Rocket Science:
What Expert Teachers of Reading Should Know and Be Able to Do
What Works Clearinghouse
The What Works Clearinghouse was established by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education. It is administered by the Department through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.
The Southwest Educational Development Laboratory (SEDL)
The Southwest Educational Development Laboratory (SEDL) is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Improving teaching and learning has been at the heart of SEDL'S work for 40 years. Our projects have changed over time, but our commitment to student success has not.
Reading First Awards Database (2003)
The Reading First awards database includes districts and schools that receive Reading First funds. Each state's information is maintained by a state Reading First coordinator. Records are summarized by state, locale, and Title I status.
Reading First Notebook : The Newsletter for the Reading First Program (2005)
Teachers, leaders, school systems, and policymakers involved with Reading First need focused information to assist them in the implementation of their Reading First grants. The Reading First Notebook will be the place to find that specialized information. Themed issues will contain pertinent articles and information that address special issues such as assessment, professional development, and instruction for special population students along with links to new resources, articles, and Web sites.
The Reading First Notebook is published on a quarterly basis. It is accessible online at http://www.readingfirstsupport.us and is available to download in pdf format so that you can print and share it with teachers and leaders in your school system. Past editions of the Reading First Newsletter are also available.
“A Principal’s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools.”