Introduction

Introduction Resources

Students

Clerc Center Student Language and Communication Profile

Reference: Nussbaum, D., Scott, S., Waddy-Smith, B., & Koch, M. (June 2004). Spoken language and sign: Optimizing learning for children with cochlear implants. Paper presented at Laurent Clerc National Deaf Education Center, Washington, DC.

Cognitive Foundations of Learning to Read: A Framework

Image source: Southwest Educational Development Laboratory (2000, 2001)

Access the publication HERE

Chall's Stages of Reading Development

Image Source: Scholastic Red Teacher Resource, "Stages of Reading"

A good overview of Chall's stages can be found HERE

Workshop Mainpage

Participant Resources

Introduction

PHONICS, DECODING & ENCODING

Fluency

Comprehension

Putting it Together

Curriculum

The new ELAR TEKS were implemented during 2019-2020 school year. See the TEA webpage for information about the new ELAR TEKS and vertical alignment documents - click HERE

Instruction

Critical Features of Effective Reading Instruction - Effective Reading Teacher practices

“Teachers who include provisions for:

ongoing assessment,
explicit instruction,
opportunity to learn,
attention to learning tasks, and
accurate expectations

are more effective than those who do not.” (pg. 437 of The Reading Teacher article)

The Effective Teacher of Reading: Considering the "What" and "How" of Instruction

Authors: Timothy R. Blair, William H. Rupley, and William Dee Nichols

The Reading Teacher, 2007, Vol. 60, No. 5,
pages 432-438

The Top Ten Qualities of an Effective Reading Teacher

Authors: Nicholas Tonegato and Cindy Hendricks

American Reading Forum Annual Yearbook [Online], 2012, Vol. 32.

Access article HERE

Critical Features of Effective Reading Instruction - Scaffolding Instruction

Regie Routman's Optimal Learning Model
(Gradual Release of Responsibility)
https://www.regieroutman.org/

Critical Features of Effective Reading Instruction - Selecting Appropriate Text

What the Research Says about Text Complexity and Learning to Read

Authors: Richard L. Allington, Kimberly McCuiston, and Monica Billen

The Reading Teacher, 2015, Vol. 68, No. 7,
pages 491-501

Read the The Reading Teacher article to learn about the importance of selecting appropriate-leveled text.

Providing students with appropriate-leveled text (i.e. text that can be read with at least 95% accuracy) results in: