Instructional Practices

Woman assisting girl with school work.

K-3 Literacy

  • Proven ideas from research for parents: A Child Becomes a Reader: K-3

    This booklet contains

    • A short summary of what scientific research says about how children learn to read and write
    • Things you can do with your child at three different grade levels--kindergarten, first grade, and second and third grades--to help him become a reader, as well as what to look for in quality reading instruction at each grade level
    • A list of helpful terms. Throughout the booklet, these terms appear in bold type.
    • Ideas for books to read and organizations to contact if you would like more help or information

    This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

  • Put Reading First: The Research Building Blocks for Teaching Children to Read: Kindergarten Through Grade 3

    Our understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. This guide begins the process of compiling the findings from scientifically-based research in reading instruction, a body of knowledge that will continue to grow over time. We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.

    This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

Social Interaction and Communication

  • Tangible Symbol Systems: Making the Right to Communicate a Reality for Individuals with Severe Disabilities

    Tangible Symbol Systems ™ is not just a mode of communication, but a systematic instructional sequence. In this book, we discuss the use of tangible symbols for communication throughout the day. This book was designed to accompany a 75-minute videotape entitled Tangible Symbol Systems™ (Rowland & Schweigert, 1996). We strongly encourage you to view the videotape before reading the book. 

    This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

Adolescent Literacy

  • Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities

    This paper reviews the research and related literature on secondary students who have difficulty reading and identified four factors necessary for students to become proficient readers: "(a) the motivation to read, (b) the ability to decode print, (c) the ability to comprehend language, and (d) the ability to transact with text (i.e., to actively seek information and make personal responses)" (p.14). Two approaches developed to improve the reading skills of secondary students with learning disabilities are Collaborative Strategic Reading (CSR) and Strategic Instruction Model (SIM).

    This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)