The University of Iowa

Vocabulary and Language

Readers understand the words and concepts they read, write, hear and say.

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.

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.

Dialogic Reading: Part 2

By:  
Tracy Donohue

Posted on: March 31, 2016
How to help your child focus on important reading skills while discussing a text using the CROWD strategy.

Dialogic Reading for Families: Part 1

By:  
Tracy Donohue

Posted on: March 24, 2016
Use of the PEER strategy during read alouds to help children build vocabulary and make connections.

10 Reading Tips for Families

By:  
Tracy Donohue

Posted on: February 12, 2016
Support young readers at home by providing choices, letting your child see you read, and ask your child questions about what they are reading.