http://reading.indiana.edu/www/index.html

Latest reading news (links) and latest research and statistics in reading and education, from a leading research university, Indiana University.

http://www.clari.buffalo.edu/FAQs_professionals.asp

A website owned by SUNY-Rochester, called Center for Literacy and Reading Instruction.  Resources for professionals related to coaching.

http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.html

This website from the National Institute of Literacy explains vocabulary instruction, types of vocabulary children have to learn, direct and indirect methods of teaching vocabulary, and examples of classroom instruction.

http://www.nifl.gov/partnershipforreading/explore/vocabulary.html

Vocabulary is also very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.

URL:  http://www.literacymatters.org/content/readandwrite/vocab.htm

From the Literacy Matters website comes a resource for teaching expository vocabulary.  Good vocabulary instruction emphasizes useful words (words that students see frequently), important words (key words that help students understand the text), and difficult words (idiomatic words, words with more than one meaning, etc.).

By: Edwin S. Ellis (2002)

URL:  http://www.ldonline.org/article/5759

“Perhaps the least effective way to study vocabulary is the “look and remember” technique.” Ellis describes ways other than lists that we should be using to help students learn vocabulary.

Reading Comprehension

http://www.literacy.uconn.edu/compre.htm

Within this page from the University of Connecticut, we find the complex processes involved in reading comprehension divided into three categories (much like the National Reading Panel Report). The categories include vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction. You’ll also find useful websites that students can visit to practice their use of comprehension strategies with fiction and non-fiction texts at a variety of reading levels. 

http://www.naset.org/807.0.html?&tx_ttnews%5Btt_news%5D=2438&cHash=a5daa07cb1

June 24, 2008

U.S. Secretary of Education Margaret Spellings today announced new data from the states showing impressive gains for Reading First students. The achievement data submitted by state education agencies (SEAs) and compiled and analyzed by the Education Department’s contractor, American Institutes for Research, showed improvement in nearly every grade and subgroup, including English language learners and students with disabilities. 

http://www.timrasinski.com/

Timothy Rasinski, Ph.D.

This is the website of Tim Rasinski, noted author and national speaker on reading fluency in today’s classrooms.  This website contains links to Dr. Rasinski’s presentation materials, articles he has authored, and resource links that he mentions in his lectures.

http://www.readingrockets.org/article/203

By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)

There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.