TQ Connection
Bringing Together Special Education and General Education

Reading/Literacy Resources

Improved reading is essential to realizing the goals of the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Improvement Act (IDEA). This topic area provides a selection of resources designed to provide an understanding of the scientifically based research on reading and to describe scientifically based reading instructional strategies to improve reading outcomes.

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• Barriers to the Preparation of Highly Qualified Teachers in Reading
  This publication discusses both NCLB and IDEA, which have established scientifically based reading research as the basis for the adoption of scientifically based reading instruction. It reviews current practices and provides recommendations for improving the teaching of reading in institutions of higher education, state agencies, and other related agencies.
  ( Adobe^® Reader^® PDF 936 KB)
  
  
• Prepared to Make a Difference: An Executive Summary of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction
  This publication examines the content and structure of university reading-preparation programs across the country. It identifies the characteristics of effective programs that positively impact the ability of preservice teachers to effectively teach reading. It also provides suggestions for colleges and universities to conduct strategic planning in reading preparation programs.
  ( Adobe Reader PDF 472 KB)
  
  
• Put Reading First: The Research Building Blocks of Reading Instruction: Kindergarten Through Grade 3
  This guide provides a framework for using the findings of the National Reading Panel in the classroom. It describes the panel's findings and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section also suggests implications for classroom instruction, with examples of how the findings can be implemented.
  ( Adobe Reader PDF 1 MB)
  
  
• Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction
  This report explains the origin of the National Reading Panel and depicts the research methodology used and the findings by the following topic areas: alphabetics, fluency, comprehension, teacher education and reading instruction, and computer technology and reading instruction.
  ( Adobe Reader PDF 143 KB)
  
  
• What Content-Area Teachers Should Know About Adolescent Literacy
  This report summarizes some of the current literature on adolescent literacy research and practice. It also suggests methods for building reading and writing skills in secondary-level content-area classrooms.
  ( Adobe Reader PDF 419 KB)
  
  

 

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