Skip to main content
Inclusive Practices in Reading » Inclusive Practices in Reading

Inclusive Practices in Reading

The ability to read influences almost every part of students' lives both in and out of school. Learning to read is not a skill with which we were born. Our brain has to modify parts of itself to accomplish this complex task. Students with a disability could have even a harder time learning to read because there are additional road blocks in the way. A variety of strategies are needed to support these students in a general education classroom.
   

New FREE Training!

Asynchronous Literacy for ALL Training 

Literacy for ALL asynchronous courses available through tealearn.com

Many students in grades 4-12 lack proficiency in foundational reading skills.  This is the reason many older students cannot comprehend text.  This session addresses the needs of those students.  This asynchronous training will address the science of teaching reading and include an overview of what skills need to be mastered to become a proficient reader, how the brain learns to read and, the characteristics of dyslexia and dysgraphia.  It will also address how a student’s learning abilities associated with reading can impact a student’s ability to read and what instruction and accommodations can remove the barriers of learning.  

Registration is FREE!

Register for Literacy for ALL

Foundational Reading Lesson Set

This free lesson set includes instructional routines and materials for designing foundational reading skills lessons.  The routines are designed for students in first grade who are learning to read and students in first, second, and third grades who need additional instructional support.  This lesson set includes routines and enough materials for the entire school year including:

 

    • the top 500 sight words,
    • approximately 4,000 decodable words,
    • more than 200 image cards for phonological awareness,
    • more than 80 sound-spellings ordered by frequency, and
    • more than 40 sound-spelling cards for the most common phonograms.