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
SEDL Reading Framework
Image source: Southwest Educational Development Laboratory (2000, 2001)
Access the publication HERE
Chall's Stages of Reading Development
Chall's Stages
Image Source: Scholastic Red Teacher Resource, "Stages of Reading"
A good overview of Chall's stages can be found HERE

Participant Resources

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
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
American Reading Forum
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)
 Critical Features of Effective Reading Instruction - Selecting Appropriate Text
Text Complexity
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:
  • larger gains in reading achievement
  • greater engagement and comprehension
  • vocabulary acquisition, and
  • an increase in the use of self-correction strategies.
Leveled Libraries:
Leveling Tools:
Book Wizard
Find and level books with Book Wizard. Plus, get booktalks, lesson plans, author studies, videos, and discussion guides
Get Book Wizard app HERE
Fountas and Pinnell
Subscription required - $25 per teacher
Hi Interest-Low Readability Publishers:
Assessing & Monitoring Reading Progress
Integrated Reading Instruments - on the Reading Practices webpage at:
Search SEDL for Norm-Referenced and Criterion-Referenced Assessments
Informal Reading Inventories:
Fountas and Pinnell
Fountas and Pinnell Benchmark Assessment System, 2nd Edition
Big Ideas in Beginning Reading
Beginning Reading
From the University of Orgeon's Center on Teaching and Learning
List of Reviewed Curriculum: HERE
​List of Reviewed Supplemental and Intervention programs: HERE