The University of Iowa

K-2

Why Teach Spelling?

Deborah K. Reed, Ph.D.

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction.

The Argument Against Accelerated Reader

Deborah K. Reed, Ph.D.

Addresses a concern that integrating packaged technology (such as Accelerated Reader) is taking precedence over maintaining theoretically sound instructional practices. Addresses several arguments against the use and effectiveness of the Accelerated Reader program.

Enhancing Basal Vocabulary Instruction in Kindergarten

Deborah K. Reed, Ph.D.

In order to enhance the basal vocabulary instruction for kindergarten students at risk for reading difficulties, lessons provided in typical curricular materials can be supplemented with instructional elements derived from research.

Adult using dialogic reading with child

Dialogic Reading: Having a Conversation about Books

By:  
Jessica Sidler Folsom, Ph.D.

Posted on: January 3, 2017
When facilitated with various levels of questions, dialogic reading encourages an interactive dialogue about a text being read by an adult to children.

Boy selecting book from shelf

Ignite the Love of Reading from Within

By:  
Kristina Hart

Posted on: July 12, 2016
What is it that makes children have a love of reading? What makes them hate it? Can you ever change their minds?