This article examines findings from an umbrella review of 95 systematic reviews and meta-analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early…

It has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4-5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation,…

A hallmark of skilled reading is recognizing written words automatically from memory by sight. How beginning readers attain this skill is explained. They must acquire foundational knowledge, including phonemic segmentation, grapheme-phoneme knowledge, decoding, and spelling skills. When these skills are applied, spellings of words become bonded to…

Many family literacy programs are designed to teach bi/multilingual families school-based reading strategies, which often downplays families' rich cultural and linguistic resources and accentuates the gap between home and school literacy. We designed Reading Without Words to investigate how wordless picture books could be used to feature the…

Practitioners face many challenges when working with students who are experiencing difficulty with comprehension. The act of creating meaning with texts is complex, and comprehension is often measured in schools as a product of reading. Product assessments, such as answering questions or retelling a text, take place after reading, which makes it…

The authors employ hip-hop music as a literacy heuristic aimed at supporting the literacy development of kindergarten and first-grade students. How do young students learn to write hip-hop lyrics? How do young students engage in hip-hop reading and writing processes? The classroom examples show that students engaged in individual and interactive…

In this article, authors Ellin Oliver Keene and Susan Zimmermann reflect on comprehension strategy instruction 15 years after the publication of their book, "Mosaic of Thought: Teaching Comprehension in a Reader's Workshop." They reassert their claim that to teach comprehension well, we must first read widely and scrutinize our own reading…

12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.

The reading workshop approach has been found to successfully improve students' reading comprehension and attitudes toward reading. "Reading workshop" is a term that initially referred to reading sessions that encouraged and supported the independent reading of literature, and it traditionally included reading minilessons, independent silent…

In order to meet the unique academic needs of each student it is important that teachers value the differences each child brings to the classroom. Literacy teachers routinely focus on academic differences such as known literacy items (i.e., knowing letters and words) and reading strategies (i.e., knowing how to solve difficulties in reading), but…

Integrating comprehension and vocabulary instruction in read-alouds can help teachers make the very most of class time. The curriculum described illustrates how read-alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: (1) selecting…

Poetry should be an integral part of children's learning in elementary school. This article explains the classroom structures and routines through which third-grade students in an inner-city school became familiar with poetic language and learned to appreciate the artistry of poetry. Most of the students were struggling readers. Reading poetry…

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word-level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about…

Compares and contrasts three reading comprehension taxonomies and discusses possible uses. (MKM)