From preschool to high school, kids have to understand what they read. When reading at home, ask and answer questions, such as what, how, and why. Then, work to identify the main idea. With these strategies, kids will learn more when they are reading!
Phonemic awareness is about hearing the smallest units of sounds, and it is one of the most important skills for young kids as they learn to read. Learn how to blend words and segment words by doing brief activities around the house.
Asking children to read and understand texts independently is one of the most difficult things that we can ask them to do. This presentation shares a straightforward approach to improving independent text comprehension for students in grade 3 and beyond.
Teaching your child high-frequency words is an important and easy way to develop word reading skills at home. This presentation shares a simple 10-minute routine that you can use daily to positively affect the reading development of your elementary-school-aged child.
Recorded Aug 17, 2011.
This podcast, presented by Christy Murray of The University of Texas at Austin, provides an overview of response to intervention (RTI) for parents. Murray reviews some of the uses of RTI, including the learning disabilities identification process. The presentation also provides information to help parents find additional resources on RTI.
from the DVD A 3-Tier Model: Promising Practices for Reading Success, Produced by the Texas Reading First Initiative
Focusing on both leadership and instructional aspects of implementing a 3-Tier Model, the DVD from which this clip was taken can be used by administrators, coaches, educational trainers, or educators of preservice teachers to illustrate promising practices for implementing a 3-Tier framework successfully. This breakout segment provides perspectives on Tier II reading intervention.
Developed at the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin with Texas Reading First funding provided by the Texas Education Agency.
© 2007 University of Texas System/Texas Education Agency