Phonemic awareness is not only one of the strongest predictors of reading and writing success, but it is also fun to teach. Here are a few ways that educators can work it into kindergarten and primary classrooms.
Cultivating the Hearts of Students through Books: Using Children’s Literature to Support Social-Emotional Learning
For over 20 years, research has shown that social-emotional learning should take a more important role in the classroom. Teachers should highlight the emotions felt by the characters in children's literature to promote social-emotional learning and discussions while continuing to meet academic goals.
Phonological awareness is a crucial foundational skill in the journey of learning to read. Research shows that challenges in phonemic awareness and other phonological skills both predict and cause poor reading and spelling development and that decoding instruction may be ineffective unless children can first hear the sounds in spoken language.
Betting on Success: Teaching Reading through the Principles of Direct Instruction in a Regular Classroom
Reading is a significant area of need throughout Ontario schools. Too many students have gaps in too many areas of reading, impacting not only the day-to-day instruction in our classrooms, but the face of education as a whole. Direct Instruction is needed to remediate those gaps and build literate children who are equipped with a variety of strategies to decode words and comprehend ideas. In order to provide our students with the quality of reading instruction they need, we as teachers need to better understand the skills that build readers and provide consistent opportunities for practice and application.
The right technological tools can make a significant difference to students who struggle with word recognition as well as reading comprehension.
This article is an excerpt from the LD@school learning module Technology for All: Supporting Students with LDs by Integrating Technology into Classroom Instruction. Click here to access this module. Writing is one of the most complex tasks for all students, and particularly for students with LDs. In this article, we will consider four stages of [...]
Answered by Nathalie Paquet-Bélanger Although some research (MacArthur, 2013) has shown that the use of text-to-speech technology improves the performance of students with reading difficulties, this method should not be the first one considered or may not be good for everyone. Here are a few ideas for strategies and tools that could be useful for readers [...]
For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!