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Download full textMatthew Bailly – Online Submission, 2025
This practitioner article presents a data-driven phonemic awareness intervention model designed for K-2 students in a rural Title 1 elementary school. The purpose of the project was to address foundational reading gaps among early learners, particularly in communities with limited preschool access, low graduation rates, and minimal family-school…
Descriptors: Elementary School Students, Kindergarten, Young Children, Grade 1
Peer reviewedWhat Works Clearinghouse, 2016
This guide is subject to WWC version 2.0 standards. The Reading Comprehension for Beginning Readers practice guide is designed to provide concrete, actionable, research-based suggestions for classroom and school practices in grades K through 3 that can improve reading comprehension outcomes. Given the breadth of comprehension as a topic, the range…
Descriptors: Elementary Education, Reading Comprehension, Kindergarten, Grade 1
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
What Works Clearinghouse, 2014
This review focuses on interventions or practices designed to help children in kindergarten through third grade learn to develop skills that are considered foundational to developing solid reading abilities. The following research question guides this review: "Which instructional practices improve beginning readers' foundational reading…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3
Direct linkDuke, Neil K. – Educational Leadership, 2013
Can informational text be used effectively in beginning reading instruction, as mandated by the Common Core State Standards? Yes, writes Nell K. Duke-in fact, the primary grades are the perfect place for informational text. Duke discusses seven features that characterize K-3 classrooms that make good use of informational text: (1) informational…
Descriptors: Elementary School Students, Reading Instruction, Reading Materials, Beginning Reading
Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah – What Works Clearinghouse, 2016
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Montelongo, José A.; Hernández, Anita C. – Reading Teacher, 2013
The purpose of the present paper is to introduce the Teachers' Choices Cognate Database. English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in both English and Spanish. To create this free online database, the cognates from every one of the 146 International Reading Association's…
Descriptors: Databases, English Language Learners, Spanish Speaking, Bilingual Students
Hiebert, Elfrieda H.; Mesmer, Heidi Anne E. – Educational Researcher, 2013
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2-3, 4-5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2-12 in order to close a gap in the complexity of texts typically used in high school and those of…
Descriptors: Core Curriculum, State Standards, Alignment (Education), Grade 2
Van de Kleut, Geraldine; White, Connie – Language Arts, 2010
This article is a discussion of the importance of using student resistance to inform and change teacher practice. The authors relate two narratives of practice, one of which takes place in a constructivist second-grade classroom in Ontario, and a second that takes place in a preservice classroom in California. In the first, a student uses the…
Descriptors: Teaching Methods, Resistance to Change, Grade 2, Constructivism (Learning)
Hiskes, Dolores G. – Jossey-Bass, An Imprint of Wiley, 2011
This tenth edition of the best-selling book teaches reading using sounds and spelling patterns. These sounds and patterns are introduced one at a time, and slowly built into words, syllables, phrases, and sentences. Simple step-by-step directions begin every lesson. Although originally designed for K-2 emergent readers, this award-winning book is…
Descriptors: Sentences, Spelling, Learning Disabilities, Word Lists
Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph – What Works Clearinghouse, 2010
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
National Center for Education Evaluation and Regional Assistance, 2009
A recent national study of state and local No Child Left Behind activities indicated that 80 percent of elementary teachers reported participating in 24 hours or less of professional development on reading instruction during the 2003-2004 school year and summer. Reading and professional development experts are concerned that this is not intensive…
Descriptors: Control Groups, Federal Legislation, Reading Achievement, Program Effectiveness
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