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Direct linkCooke, Nancy L.; Slee, Jill M.; Young, Cheryl A. – Reading Improvement, 2020
There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…
Descriptors: Spelling, Reading Instruction, Teaching Methods, Reading Programs
Download full textNebraska 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
Kosanovich, Marcia; Foorman, Barbara – Regional Educational Laboratory Southeast, 2016
The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…
Descriptors: Communities of Practice, Guides, Reading Skills, Reading Instruction
Kosanovich, Marcia; Foorman, Barbara – Regional Educational Laboratory Southeast, 2016
The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…
Descriptors: Communities of Practice, Guides, Reading Skills, Reading Instruction
Texas Education Agency, Austin. – 1986
The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…
Descriptors: Basic Skills, Decoding (Reading), Grade 1, Instructional Development
