This PowerPoint covers information from the Children’s Learning Institute. The presentation reviews the RTI process and provides tools for selecting evidence-based reading interventions.

This research article examines the effects of reciprocal teaching strategies on reading comprehension. There is a review on reciprocal teaching strategies and how they could help low-proficiency Sixth-Form students improve their reading comprehension.

Dr. Steven Dykstra is a psychologist with over 25 years of experience. Throughout this article he discusses school and university failures and how they lack properly educating individuals on the science of reading. He also reviews how this lack of education impacts school systems, particularly those in urban areas. Be sure to review the entire website as there is information about different aspects of the science of reading throughout.

The National Center on Intensive Intervention provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons, adapted with permission from the Florida Center for Reading Research and Meadows Center for Preventing Educational Risk, address key reading and prereading skills and incorporate research-based instructional principles that can help intensify and individualize reading instruction.

The National Research Council (NRC), a group of experts convened to examine reading research and address the serious national problem of reading failure, concluded in their landmark report Preventing Reading Difficulties in Young Children that most reading problems can be prevented by providing effective instruction and intervention in preschool and in the primary grades. This article's focus is on identifying and then exploring in more detail each of the main components of powerful instruction.

This website provides an overview of the characteristics associated with reading problems as well as the planning and implementation of effective interventions. Some of these fundamental components of teaching are scaffolding, connecting to prior knowledge, motivating, and providing opportunities to practice skills.

The Education Department's Institute of Education Sciences convened a panel to look at the best available evidence and expertise and formulate specific and coherent evidence-based recommendations to use Response To Intervention (RTI) to help primary grade students overcome reading struggles. The panel made five practice recommendations that are all examined throughout this website.

This website reviews strategies for decoding, fluency, and comprehension. There is information on what parents and teacher should do to assist in building skills, as well as an overview of the neuropsychology of reading and comprehension. There is also a table provided that highlights some of the problems students experience during reading and assessment and intervention handouts that can be downloaded for free.

On this website, the Texas Center for Learning Disabilities provides information on effective reading instruction. They describe the research surrounding reading interventions for students in the upper-elementary grades (i.e., fourth and fifth grades) and offer two guidebooks that identify the reading practices proven most effective for struggling students and how to organize those practices into an intervention “routine.”

In this article, there is an examination of what science offers both general and special educators who teach reading. There is a review of some well-established scientific findings about reading and their practical implications, not only for children with reading disabilities but for other children as well.

This website reviews the RTI model and its framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make educational decisions. Throughout this site, there are a number of different interventions for phonemic awareness, phonics, vocabulary, fluency, and comprehension. There are also interventions split up by grade level, category and site words. Finally, there are many additional resources included that are separated by core subject.

The Consortium on Reaching Excellence in Education (CORE) focus on improving instructional practices so that all students receive the support and the high-quality equitable instruction they need to achieve. Throughout this website, there is information on reading and writing, and specifically on trauma and how reading can help.

This portal is offered as a free resource to help facilitate online reading instruction and learning during this challenging time of school closures due to the Coronavirus outbreak. There are two areas of the site, one for Students and one for Instructors. Materials are organized by our Phonics Scope and Sequence, and can be quickly navigated using the Menu at the top of the page.

Reading Horizons offers implementation guides separated by skill and sequence and divided by K-3 grade levels. Throughout these guides, you will find a lot of information on topics that can help you teach elementary students’ literacy.

Dr. Louisa Cook Moats is Vice President of the International Dyslexia Association and a Consultant Advisor to Sopris West Educational Services. Included in this website are two videos with Dr. Moats where she discusses academic danger and the challenges involved in learning to read.

This article discusses how different pieces of research, using cleverly designed experiments and high-tech brain imaging, have created a fairly clear picture of how the brain learns to wire itself to recognize words on the page. It has also shown how the brains of high-flying readers wire themselves to make the process automatic. This has led to a new idea in some education circles - that there’s a scientific way to teach reading.

In this article, Justine Bruyère discusses how she built a better, more effective word wall with the students in her classroom. She states that by transferring ownership of the class word wall to the students, they can increase their engagement and learning.

Linda Farrell and Michael Hunter welcome you to the Readsters® website where they support excellent reading instruction so all students can learn how to read. At Readsters, their passion for seeing students of all ages learn to read inspires the support they deliver. Explore this website to see the many ways they may be able to assist you.

This article is written by Natalie Wexler, as she explored a high-poverty school in Washington DC. Wexler found that in the early grades, U.S. schools value reading-comprehension skills over knowledge and explains how the results are devastating, especially for poor kids.

In this article, Reading Comprehension: Two Approaches, the author Barbara R. Davidson reviews how the teachers of elementary English language arts/literacy (ELA) tend to line up behind one of two very different approaches to reading instruction. Journalist, Natalie Wexler, reports observations she made in two classrooms that serve to illustrate the difference. Find out what those differences are by clicking on this link.

This .pdf provides a video from the National Center for Improving Literacy where an expert named, Jess Surles, shares the characteristics of Effective Literacy Instruction. There is also a video where a second-grade teacher, Lauren Reynolds, embeds her literacy lesson with Enhanced Core Reading Instructional (ECRI) literacy routines.

This is a PowerPoint created by Michelle Elia, Ohio Literacy Lead, where there is a review and evaluation of Tier One in the Multi-Tier System of Support.

In this article, you will learn what expert teachers of reading should know and be able to do. There is also information on how the most fundamental responsibility of schools is teaching students to read.

The Neuhaus Education Center offers screening for grades 2-5 on their listening and reading comprehension. A deep, rich understanding of text, reading comprehension, is the ultimate goal of all reading instruction. Reading comprehension can be disrupted by multiple factors, and it is the job of the reading teacher to determine where instruction needs to begin. With these listening and reading comprehension screenings, teachers can determine if reading comprehension difficulties are due to poor basic word recognition skills, poor vocabulary, poor background knowledge, poor listening comprehension, or a combination of factors.

Louisa C. Moats explains how the most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. This aritcle reviews the science behind learning how to read.

Explicit instruction expert, Dr. Anita Archer, provides the rationale and overview of explicit instruction and its benefit to students.

This video is put on by the Reading League in the first bi-monthly event's keynote presented by David Kilpatrick, Ph.D. of SUNY Cortland. Dr. Kilpatrick discusses prevention and highly successful interventions in teaching literacy.

Response to Intervention is a powerful framework for providing the types of instruction and interventions all students need to become competent readers. This video program focuses on practical ways to maximize the achievement of struggling readers within Tier 1 core classroom reading programs. See how to monitor students' learning progress and how to incorporate interventions that enhance whole class, small group and individual learning for struggling readers.

Step inside two public school classrooms to see what effective dyslexia reading interventions look like for grade-schoolers and middle-schoolers. Interventions are “sequenced, systematic, explicit instruction targeting specific skills,” says our expert. Margie Gillis, president of Literacy How, explains key concepts—including why multisensory reading instruction—to help kids with learning and thinking differences. Watch as she explains different reading strategies for dyslexia and key concepts of a dyslexia reading intervention.

Proactive reading instruction—in everything from phonics to comprehension—is required both to prevent problems with and to promote authentic literacy. This course offers elementary educators a research-based menu of reading intervention strategies that prepare educators to intervene immediately and effectively at the first signs of students' struggles. The course equips educators with routines and activities that will make confident, able readers of all their students.

Dr. Hoeft will present an overview of how the slide might look and introduce the newly funded NSF project on efforts to measure and prevent this slide. This will be followed by a Q&A on how teachers and families can participate and receive free assessment and computerized reading instructional programs.

This video is on Teaching Students to Read Complex Text and it is presented by Dr. Tim Shanahan. This recording is from the 2019 Literacy Conference brought to you by the Ohio Department of Education. For those of you who would like to view the PowerPoint from Dr. Shanahan’s lecture, it can be found at the link below: http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Striving-Readers-Comprehensive-Literacy-Grant/Literacy-Academy/3-10-4-10-Teaching-Students-to-Read-Complex-Text.pdf.aspx?lang=en-US

Predictable or repetitive texts are picture books for beginners or strugglers containing a lot of spelling complexity, which children are encouraged to attempt to read by guessing from pictures, first letters, and context. To adults, they look very simple, but let's take a look at them from a child's perspective.