The resource library is a collection of multimedia sources intended to help teachers deepen their understanding of research-based literacy practices and apply them in their classrooms. In addition to offering a sound theoretical framework, these resources have been selected because they provide strong practical application and include useful tools that can be easily implemented in the classroom.
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General literacy sources
Achieve Now's general literacy resources offer a comprehensive introduction to 21st century evidence and research-based literacy practices. These sources provide a theoretical framework based on the five pillars of literacy and offer tools for teachers to develop successful readers and effective classroom practices.
Provides research-based classroom strategies to help strengthen skills related to the five pillars as well as writing. Downloadable templates and recommendations for differentiation are included.
Offers self-paced module sets that provide professional development for K-3 teachers. Topics include the five pillars and writing. Teachers may test themselves for understanding.
Compiles information from the PBS television series Launching Young Readers. Each 30-minute episode explores a stage in young readers' development and features prominent reading experts.
Provides a reference list organized according to topics such as the five pillars; principles of effective instruction and intervention; emergent literacy; and parent resources.
Details a comprehensive literacy instruction model and provides diagnostic tools for assessment. Includes instructions for meeting the needs of unique learners through differentiation.
Provides lesson and unit plans, searchable by keyword and grade level, for ELA/ reading teachers. Parents and caregivers can find resources to support literacy development outside of school.
Offers lesson plans and strategy guides for ELA educators working with students in PK through high school. Gives information about professional development opportunities, organized by NCTE.
Synthesizes the findings of more than 100,000 studies, determining best practices for teaching children to read. The "Five pillars of literacy" were generated from the findings of this landmark report.
Sums up the findings of the NRP's 2000 report into practical and accessible guides with applications. The recommendations are organized by the five pillars and offer guidance for K-3 teachers.
Proposes a simple model where Reading = Decoding + Comprehension. The authors identify three reading disabilities: decoding inability; comprehension inability; and a combination of both.
What Research Has To Say about Reading Instruction
A. Farstrup and S. Jay Samuels, EDS
Offers a balance between research and effective classroom literacy practices. Includes topics relating to early literacy, adolescent literacy, and preparation for high-stakes reading testing.
Knowledge to Support the Teaching of Reading
C. Snow, P. Griffen, M. Susan Burn, EDs
Gives recommendations for teachers regarding the development, acquisition, and teaching of language and literacy skills. Aims to prepare K-12 teachers for challenges that readers may face.
Improving Reading: Interventions, Strategies, and Resources
J. Johns and S. Lenski
Organizes interventions, strategies, and reproducibles for elementary literacy education by the five pillars. Useful, practical tools include word lists and graphic organizers.
Focuses on research-based language and literacy methods for supporting students with dyslexia and other learning disabilities. Includes explicit lessons that feature multisensory techniques.
Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2009). Put reading first: The research building blocks of reading instruction: kindergarten through grade 3 (3rd ed.). Washington, D.C.: National Institute for Literacy.
Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading instruction (3rd ed.). Newark, DE: International Reading Association.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
Johns, J.L., & Lenski, S.D. (2009). Improving reading: Interventions, strategies, and resources (5th ed.). Toms River, NJ: Kendall Hunt Publishing.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
Snow, C., Griffen, P., & Burn, M.S. (Eds.). (2005). Knowledge to support the teaching of reading. San Francisco, CA: Jossey-Bass.
Wolf, B.J. (2011). Multisensory teaching of english language skills (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.