Reciprocal teaching has been effectively implemented by teachers working in both small and large group
settings, in a peer tutoring situation, in content area instruction, and most recently in listening comprehension instruction.
Teaching Reading Is More Than a Science: It’s Also an Art by Paige et al.
The art of teaching acknowledges teachers’ judgment and its role in the critical decisions made by teachers regarding the SOR and the selection, preparation, delivery, and assessment of literacy activities within the social interactions of the classroom.
Helping Children with Significant Reading Problems by Sharon Vaughn and Jack M. Fletcher
As you think about how to support your child’s reading development, the most important consideration is that they need as much time in reading and language arts instruction as possible.
What Constitutes a Science of Reading Instruction? by Timothy Shanahan
One’s comfort with today’s science of reading seems to depend on which instructional approaches one advocates and what one is willing to accept as determinative evidence. [In] this article, I delve into the nature of the kind of evidence that should be the basis of a science of reading instruction.
Compare, Contrast, Comprehend by Mariam Jean Dreher and Jennifer Letcher Gray
In this article, we will explore ways to address these three issues when using the compare-contrast text structure with ELL students in the primary grades.
Learning the Code by Barbara R. Foorman
This chapter is about how English-speaking children learn to encode and decode their written language, that is, their alphabetic orthography. With the learning loss and growing achievement gap during the COVID-19 pandemic, this topic is highly significant in spite of decades of research and consensus reports documenting the compelling evidence for explicit and systematic teaching of the alphabetic code.
![Designing Content-Area Text Sets [PDF] by William E. Lewis and John Z. Strong](https://thereadingforum.com/wp-content/uploads/2023/03/Screenshot-2023-03-13-at-2.12.49-PM-721x1024.png)
Designing Content-Area Text Sets [PDF] by William E. Lewis and John Z. Strong
In this chapter we provide you with a framework for designing integrated sets of related texts that not only provide your students increased reading volume but also give them the critical background knowledge needed to make complex texts accessible.
![Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5 [PDF] by John Z. Strong](https://thereadingforum.com/wp-content/uploads/2023/02/Screenshot-2023-02-27-at-10.50.47-AM-1-821x1024.png)
Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5 [PDF] by John Z. Strong
Reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage….Accumulated over time, they carry profound implications for the development of cognitive capabilities.
What Reading Does for the Mind by Anne E. Cunningham and Keith E. Stanovich
Reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage….Accumulated over time, they carry profound implications for the development of cognitive capabilities.
Teaching Reading: Development and Differentiation by Melanie R. Kuhn and Katherine A. Dougherty Stahl
When it comes to teaching reading, we believe that many of the disputes surrounding best practices are the result of taking what is appropriate for some children and applying it to all learners.
