Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles  • Strategies to promote voluntary reading, even for the most reluctant students  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. “Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.” Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK “This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.” Marty Duncan, Ed.D., Author and Former Educator

Literature and Instructional Approaches

Literature and Instructional Approaches

A reading teacher’s number one job is to help students fall in love with books.

Of all the research-based strategies described in this book, wide reading is perhaps the most effective and the easiest to implement. Extensive reading has been linked to improvement in general knowledge, vocabulary, spelling, fluency, and reading comprehension (Cunningham & Stanovich, 2001; Krashen, 2004). Also, the amount of reading students do is positively correlated with word identification skills, academic achievement, comprehension, reading fluency, and writing (Cunningham & Allington, 2010; Guthrie, Wigfield, Metsala, & Cox, 2004). Finally, increasing the time spent reading independently has been shown to be an effective way to reduce the gap between high- and low-achieving readers (Allington, 2012; Krashen, 2004).

The first ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles