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Amber Lawson – Reading Teacher, 2024
When young children of Color from minoritized communities read decodable readers mandated by their school districts, children approach reading the texts with the expectation that the texts will make sense. While decodable readers allow children to apply their knowledge of phonics skills in context to support their word recognition, they tend to…
Descriptors: Minority Group Students, Reading Instruction, Decoding (Reading), Reading Comprehension
Dougherty Stahl, Katherine A. – Reading Teacher, 2016
Teachers in primary classrooms who are emphasizing high-level comprehension of complex texts are seeing young children hit comprehension thresholds that were previously only visible among older readers. However, most primary level reading interventions focus on word recognition skills or reading increasingly difficult leveled texts. This article…
Descriptors: Reading Comprehension, Intervention, Reading Instruction, Primary Education
Teale, William H.; Paciga, Kathleen A.; Hoffman, Jessica L. – Reading Teacher, 2007
Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing…
Descriptors: Urban Schools, Beginning Reading, Federal Legislation, Reading Skills
Murray, Bruce; Wang, Chi-hsuan; Murray, Geralyn; Sanders, Mary; McHugh, Ashley – Reading Teacher, 2022
In a quasi-experimental study, kindergarten teachers taught children mnemonic stories to orient the confusable letters "b" and "d." In the first week's stories, intervention teachers introduced the left-to-right sequence of features for these letters with "the bat hits the ball" and "a dime rolls up to a…
Descriptors: Mnemonics, Kindergarten, Preschool Teachers, Alphabets
Manyak, Patrick C.; Latka, Michelle K. – Reading Teacher, 2020
Drawing on research-informed principles for primary-grade vocabulary instruction, the authors developed a series of engaging vocabulary units for a first-grade class. The units, focused on the explicit teaching of target words and the efficient highlighting of larger sets of semantically related words, involved five complementary elements: reading…
Descriptors: Vocabulary Development, Grade 1, Teaching Methods, Oral Reading