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TECR Topics

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The topics are covered in 10 separate brochures:

Topic 1: How can I help children get ready for reading?
by Susan B. Neuman, University of Michigan/CIERA

Young children thrive when they acquire the beginning knowledge and skills of readers and writers. Explores ways that adults can help children develop language skills that form the foundation for successful reading.

Topic 2: How can I help children crack the code?
by Steven A. Stahl, University of Georgia/CIERA

Young readers learn to "crack to code" by understanding how letters map onto the oral language they use every day. Discusses ways to teach children to develop and apply their knowledge of basic letter-sound correspondences and common spelling patterns, so they can recognize words accurately and automatically.

Topic 3: How can I help children improve their comprehension?
by Nell K. Duke, Michigan State University/CIERA and P. David Pearson, Michigan State University/CIERA

Young children are developing as readers when they can understand, interpret, and critique what they read. Offers useful ideas on how to simultaneously develop comprehension and solid sound-letter knowledge, even in the youngest learners.

Topic 4: How can I assess children's early reading achievement?
by Scott G. Paris, University of Michigan/CIERA

Assessing children's literacy in primary grades can help teachers plan appropriate instruction and give parents feedback on their child's academic progress. Describes criteria to help teachers and administrators select appropriate assessments and use them effectively.

Topic 5: How do we improve school-wide practices related to reading?
by Barbara M. Taylor, University of Minnesota/CIERA and Virginia Richardson, University of Michigan/CIERA

Effective schools are collaborative learning communities in which teachers work together to share responsibility for students, plan instruction, support professional development, and reach out to families they serve. Suggests ways for schools to build collaborative communities of their own.

Topic 6: How can we create an environment that promotes continuous teacher learning?
by Deanna Birdyshaw, University of Michigan/CIERA

Ongoing professional learning is key to an effective early literacy program. When teachers acquire the right skills and knowledge, they can reach even the most challenging students, helping them read well and independently. Explains how the success of teacher learning is determined by the content, processes, and context of professional development opportunities.

Topic 7: How can I help children with learning disabilities?
by Joanne F. Carlisle, University of Michigan/CIERA

Describes techniques for teaching learning-disabled students, including support for language, literacy development, regular assessment, and implementation of instructional formats that facilitate the learning of all children.

Topic 8: How can I use volunteers effectively in the classroom?
by Susan Burns, George Mason University

Developing tasks for volunteers-ones that support your instructional objectives-takes extra effort, but the results pay off. Teachers should ask themselves: What type of volunteer support do you need to enhance your student's success in reading and writing? Who are the usual volunteers? What are their orientation and training needs?

Topic 9: How do I teach reading to English language learners?
by Robert Rueda, University of Southern California/CIERA, and Georgia Earnest Garcia, University of Illinois at Urbana-Champaign

Coming from diverse communities, English language learners have different backgrounds and experiences from those of their native English speaking classmates. Offers instructional strategies to help teachers build on children's existing oral and written language skills, providing a bridge to English language proficiency and reading achievement.

Topic 10: How do I create a literacy-rich text environment for children?
by James V. Hoffman, University of Texas/CIERA

The text environment of the classroom is a critical resource in supporting the development of skills, strategies, understandings, and habits as children move toward independent reading. The effective teacher of reading creates a rich text environment as a context for engaging students and supporting development through both direct and indirect instruction.

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Center for the Improvement of Early Reading Achievement
University of Michigan School of Education
Rm. 2002 SEB
610 E. University Ave.
Ann Arbor, MI 48109-1259
Phone: (734) 647-6940 Fax: (734) 615-4858

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