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  2. Learning science might help kids read better - AOL

    www.aol.com/learning-science-might-help-kids...

    Learning science might help kids read better. Jill Barshay for The Hechinger Report. July 19, 2024 at 10:00 AM. Allison Shelley // The Verbatim Agency for EDUimages.

  3. Helping teachers teach kids to read: UA lands $995k ... - AOL

    www.aol.com/helping-teachers-teach-kids-read...

    The center aims to help teaches in training learn the best ways to teach reading. Helping teachers teach kids to read: UA lands $995k grant to establish literacy center Skip to main content

  4. Phonics - Wikipedia

    en.wikipedia.org/wiki/Phonics

    Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...

  5. Reading to Kids - Wikipedia

    en.wikipedia.org/wiki/Reading_to_Kids

    Reading to Kids' stated goal is, in part, to "help these children associate reading with pleasure and to promote the value of education and literacy." To that end, 30 to 45 minutes of each session are reserved for a craft project, during which the students and volunteers create art related to the day's book.

  6. Reading Recovery - Wikipedia

    en.wikipedia.org/wiki/Reading_Recovery

    Reading Recovery is a short-term intervention approach designed for English-speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a ...

  7. Hyperlexia - Wikipedia

    en.wikipedia.org/wiki/Hyperlexia

    Hyperlexia is a syndrome characterized by a child's precocious ability to read.It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of five.

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