The goal of any multisensory structured language program is to develop a student’s independent ability to read, write and understand the language studied.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
You may have a child in your life who isn’t as successful with reading as you think he or she could be. The challenge is that not all reading difficulties look the same, and not all reading difficulties should be addressed in the same way.
In this article, you’ll find out the three main reasons why fluency is important. Learn how to recognize early difficulties, identify patterns, and remediate.
Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
How do parents know if their child’s reading delay is a real problem or simply a “developmental lag?” How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
