About this website:
The purpose of this website is to provide resources for reading teachers as well as students. It has a page of online reading resources for kids, resources for teachers such as whiteboard lessons, a page for each of the 5 components of reading as identified by the National Reading Panel, and other technology-related resources for teachers.
Each of these 5 components has a page dedicated to providing resources, videos, and intervention ideas to support the component. These pages can be seen in the top right hand corner of the website at all times. Each page is then broken down into 5 sub-categories of student types: below grade level students (or struggling readers), English language learners, students with autism, students with dyslexia, and gifted students. These sub-categories include resources that will support the needs of these students. Read below to learn more about these sub-categories.
Each of these 5 components has a page dedicated to providing resources, videos, and intervention ideas to support the component. These pages can be seen in the top right hand corner of the website at all times. Each page is then broken down into 5 sub-categories of student types: below grade level students (or struggling readers), English language learners, students with autism, students with dyslexia, and gifted students. These sub-categories include resources that will support the needs of these students. Read below to learn more about these sub-categories.
Struggling Readers
"That's the real problem with kids who struggle with learning. ... Some kids feel like they're stupid. I want them to know that they're not. They just learn differently. Once they understand that and have the tools to learn in their individual way, then they can feel good about themselves."
-Charles Schwab (athome.readinghorizons.com)
-Charles Schwab (athome.readinghorizons.com)
English Language Learners
“When teaching ELs, we need to view their previous experiences as strengths and maintain high expectations for their performance. As Helman (2009) has observed, 'When students' knowledge and background experiences, as well as their abilities, languages, and family heritage, are seen as strengths, students are empowered to be successful at school.' (p. 9)."
- English Learners, Students with Disabilities, Gifted and Talented Learners, and the Common Core, p. 43
- English Learners, Students with Disabilities, Gifted and Talented Learners, and the Common Core, p. 43
Students with Autism
“Although the language areas of the brain are affected, the visual areas are often normal or, in many cases, well developed. Children with ASD process information visually significantly better than oral language. When at all possible, content information should be accompanied by visual representations. Pictures! Pictures! Pictures!”
- www.blog.maketaketeach.com
- www.blog.maketaketeach.com
Students with Dyslexia
“Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to be identified.”
- www.dyslexia.com
- www.dyslexia.com
Gifted Students
“Researchers who have examined practices for talented readers agree that regular reading instruction is often too easy for talented readers (Collins & Aiex, 1995; Dole & Adams, 1983; Reis & Renzulli, 1989; Shrenker, 1997) and that talented readers need different reading instruction. The appropriate match between a learner's abilities and the difficulty of the instructional work must be sought, and the optimal match should be instruction that is slightly above the learner's current level of functioning. As Chall and Conrad (1991) state, when the match is optimal, learning is enhanced; however, 'if the match is not optimal [i.e., the match is below or above the child's level of understanding and knowledge], learning is less efficient and development may be halted' (p. 19).”
- http://www.gifted.uconn.edu/SEMR/about/talented-readers.html
- http://www.gifted.uconn.edu/SEMR/about/talented-readers.html