Does your school use a Response to Intervention (RtI) framework for intervention? Are you seeing the results you anticipated? The findings from a new study may provide some helpful guidance.
Read more If you were asked to list some of the words your students frequently misspell, I’m sure several words would immediately come to your mind—words that you have corrected over and over again. The first words that come to my mind are the words said and they, and I would guess those words are on your list as well!
Read more Do you have students who confuse one letter with another letter? For example, a student might incorrectly read big for the word pig or dig. A student can easily confuse lowercase letters like b, d, p, and q. This is because each of these letters has an overall form that is identical or very similar to another letter’s form when rotated, flipped, or reversed.
Read more Picture yourself participating in a parent-teacher conference for one of your students. If you are a literacy specialist, a Title 1 teacher, or a special education teacher, it is always a bit awkward when the regular classroom teacher or the parent turns to you and says, “I don’t really know what Jamie does when he leaves class for reading intervention!” Even though regular classroom teachers and parents are usually involved in planning a student’s intervention, and they receive several formal reports about a student’s progress during the year, they may not necessarily be aware of what the student is doing day-to-day.
Read more Did you know there is a downward spiral of reading failure? It starts with the foundational skills. Beginning readers who have difficulty learning to read words accurately and fluently may continue on a downward spiral, making it harder and harder to catch up.
Read more A Valuable Independent Word-Learning Strategy
As you know, vocabulary is a key component to success in reading. There are many benefits to having a large vocabulary, but none is more valuable than the positive contribution that vocabulary size makes to reading comprehension (Nagy, 2005).
So how many vocabulary words should you aim to teach your students per year?
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