In the following four different formats, obtain information about Reading and Writing as they relate to students with disabilities:
Reading
Briefs
Using Mnemonic Instruction to Teach Reading
This brief illustrates mnemonics that are useful in teaching letters, letter sounds (phonemics), and vocabulary to students with disabilities.
Adaptations are Essential: Early Years Reading (2001, PDF)
Components of an Effective Reading Program
Since reading is the foundational skill for all learning, it is imperative that children with disabilities receive targeted and effective instruction in the five essential components of reading. The purpose of this brief is threefold: 1) to provide an overview of each of the components, 2) to integrate each component with key elements of effective reading programs, and 3) to provide easy access to additional related resources.
Computer-Assisted Instruction and Reading
This short brief gives an overview of Computer-Assisted Instruction (CAI) and explains how it can be applied to enhance reading instruction.
Considerations when Selecting a Reading Program
This brief provides background information on scientifically based research on reading, the findings of the National Reading Panel, elements to consider when selecting or implementing a reading program, considerations for students with disabilities, and resources on commercially available reading programs.
Early Reading
Learn effective techniques for improving early reading proficiency to facilitate access to the general education curriculum.
Early Reading Assessment: A Guiding Tool for Instruction
This brief provides information on the purpose and benefits of assessment, as well as examples of assessments for specific areas of reading and resources for additional information.
Literacy Rich Environments
This brief provides information on the purpose of a literacy rich environment and important elements that make it effective. Research evidence on classroom materials, the role of the teacher, and the classroom layout are discussed as well.
Differentiated Instruction for Reading
This short brief gives an overview of Differentiation and explains how it can be applied to enhance reading instruction.
Web-Based Resources on Reading
This brief provides an annotated list of links the Access Center has found very beneficial to educators and administrators alike.
Links
The Behavior and Reading Improvement Center implements and assesses school-based interventions to children in grades K-3 who are identified as having marked difficulty learning to read and/or who exhibit serious behaviors. http://education.uncc.edu/bric/
Preventing Reading Difficulties: A Three Tiered Intervention Model will implement, evaluate, and disseminate findings from a model school-wide reading program designed to ensure that all students acquire adequate proficiency in reading in the earliest years of schooling. http://texasreading.org/3tier/
Center for Improving Reading Competence Using Intensive Treatment Schoolwide (Project CIRCUITS) will implement, evaluate, replicate, and disseminate systemic prevention models that will accelerate and sustain the early reading achievement of students with reading disabilities or who are at-risk of disabilities in grades K-3. http://idea.uoregon.edu/projects/circuits.html
"Tea Party" Reading Strategy gives students an opportunity to talk to each other about segments of a short story, chapter, or poem and predict what will happen next. http://tinyurl.com/krdy
Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? discusses research showing that if children do not learn to read and write their opportunities for a fulfilling and rewarding life are seriously compromised.
http://nhida.org/docs/ReadingDisabilities.pdf
The Partnership for Reading offers information about the effective teaching of reading for children, adolescents, and adults, based on the evidence from quality research. http://www.nifl.gov/partnershipforreading/
Key Components of Early Reading Instruction is an excerpt from the best selling book Straight Talk About Reading. The article describes ways parents and teachers can prepare youngsters to read. http://www.readingrockets.org/article.php?ID=38
Wisconsin LEARNS (Literacy Education and Reading Network Source) offers practical information, a list of resources, and links to other Web sites supporting educators and parents as they work with learners of all ages engaged in reading. http://wilearns.state.wi.us/apps/
Balanced Reading provides research-based information about reading instruction to educators and bringing research into practice. www.balancedreading.com
The Center for the Improvement of Early Reading Achievement (CIERA) is the national center for research on early reading. http://www.ciera.org/
Reading Rockets is a national multimedia project that is multifaceted and includes an extensive Web site about how children learn to read and why so many struggle, a mentoring project, and a teleconference series for teacher professional development. www.readingrockets.org
National Institute of Child Health and Human Development provides brochures detailing ways to help children become readers when they talk, listen, play and read together.
A Child Becomes A Reader: Birth to Preschool http://www.nifl.gov/partnershipforreading/publications/pdf/
low_res_child_reader_B-K.pdf
A Child Becomes A Reader: Kindergarten to Grade 3 http://www.nifl.gov/partnershipforreading/publications/
pdf/low_res_child_reader_K-3.pdf
The Milken Family Foundation offers an evaluation of reading programs that have been proven effective for students in Pre-Kindergarten to 4th grade. http://www.mff.org/pubs/ME279.pdf
The University of Oregon examines the components of Beginning Reading in order to help teachers, administrators, and parents meet the goal to have all children reading by the end of third grade. http://reading.uoregon.edu/index.php
The Florida Center for Reading Research conducts research on reading and provides technical assistance to Florida school districts and schools that have received a Reading First Award. http://www.fcrr.org
The International Dyslexia Association provides information and referral services, research, advocacy, and direct services to professionals in the field of learning disabilities. http://www.interdys.org
The New York State Education Department provides a guide to evaluate and choose core reading programs for students in Kindergarten to 3rd grade. http://www.emsc.nysed.gov/nyc/PDFs/REAguide.pdf
Presentations
Improving Reading for Young Adolescents with Disabilities
Dr. Sturtevant from GMU gave this presentation at the State Information Sharing Community in October 2004.
Research Proven Strategies in Literacy: What is the Research Base?
This session gives an overview of current scientifically-proven strategies in the area of literacy acquisition.
Reading Handout 1
Reading Handout 2
Secretary Paige’s Reading Leadership Academies
Explore six different presentations from three reading leadership academies sponsored in 2002 by the U.S. Department of Education.
Webinars
Our webinars (web + seminar) are completely free and are great ways to learn from experts without having to travel. Our first reading webinar is coming up this June.
Topic: Reading
Presenter: Catherine Christo, Ph.D.
Date: June 15, 2005
Time: 2:00 pm EST
Writing
Briefs
Using Mnemonic Instruction to Teach Writing
This brief illustrates mnemonics that are helpful in teaching students with disabilities to remember steps in the writing process .
Teaching Writing to Diverse Student Populations
Writing is an essential skill that students must learn. This brief by Gary Troia provides information on the core components of effective writing instruction, as well as examples of specific strategies to use for developing a comprehensive writing program.
Adaptations Are Essential Early Years Writing: A Resource Guide for Adapting Learning and Assessment Tasks for Students with Mild Disabilities (January, 2001, PDF)
Computer-Assisted Instruction and Writing
Learn more about CAI and see how it can be used to improve writing instruction.
Accessing Skills Toward Successful Writing Development
Provides an overview of writing development for children with disabilities.
Differentiated Instruction for Writing
This short brief gives an overview of Differentiation and explains how it can be applied to enhance writing instruction.
Links
Writing Interventions, Don Johnston Incorporated offers a suite of software tools to help struggling writers. http://www.donjohnston.com/curriculum/writing/index.html
The Graphic Organizer includes online tools for making various graphic organizers such as concept maps and Venn diagrams. http://www.graphic.org/index.html
Interactive Six Trait Writing Process gives explanations, rubrics, and scored samples for the six traits writing process. http://senior.billings.k12.mt.us/6traits/
Kim's Korner 4 Teacher Talk: Writing provides guidelines for teaching the writing process and six traits. http://www.kimskorner4teachertalk.com/writing/menu.html
ReadWriteThink contains resources for teaching writing including lesson plans and links to other sites; directions and online tools for writing various genres; standards for literacy instruction. http://www.readwritethink.org/index.asp
Six Traits supplies explanations, rubrics, posters, and scored samples for the six traits. http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ sixtraits.html
Six-Trait Writing provides rubrics and lesson plans for the six traits. http://www.kent.k12.wa.us/staff/LindaJancola/6Trait/6-trait.html
Steven Harris: Writing Resource Links for Teachers links to web documents and articles about writing and teaching writing. http://www.stevenharris.com/studentwriting.htm
Presentations
Strategy Instruction in Writing for Struggling Writers
This presentation by Dr. MacArthur provides educators with strategies to improve student writing.
For additional information on this or other topics,
please contact
The Access Center at accesscenter@air.org.
The Access Center: Improving Outcomes for All Students K-8
The Access Center is a cooperative agreement (H326K020003) funded by the U.S. Department of Education, Office of Special Education Programs, awarded to
the American Institutes for Research
1000 Thomas Jefferson St. NW, Washington, DC 20007
Ph: 202-403-5000 | TTY: 877-334-3499 |
Fax: 202-403-5001
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e-mail: accesscenter@air.org website: www.k8accesscenter.org
This report was produced under U.S. Department of Education Cooperative Agreement H326K020003 with the American Institutes for Research. Jane Hauser served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Department of Education.
No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
