It's a misconception that writing teachers simply tell students to write and wait to see what happens. Teachers should provide instruction in and exposure to various elements of writing to help students understand what good writing is.

To improve students' reading comprehension, teachers should introduce the seven cognitive strategies of effective readers: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. This article includes definitions of the seven strategies and a lesson-plan template for teaching each one. RI.9-10.10a&b text complexity

It is possible for educators to make better choices about how and when to teach to the test than the alarmist newspaper articles and editorials would seem to suggest. This article from the Center for Comprehensive School Reform and Improvement aims to help readers think beyond simple compliance with federal law or basic implementation of programs.

The more a new vocabulary word is associated with ideas from students' own experience, the more likely the word will become well 'networked' and a permanent part of memory. Making these links involves elaborating definitions of new terms. This article offers teachers several ways to facilitate elaboration.

Effective vocabulary instruction begins with diverse opportunities for word learning: wide reading, high-quality oral language, word consciousness, explicit instruction of specific words, and independent word-learning strategies. This article explains how these opportunities can be created in the classroom.

The social and economic implications of America's high dropout rate are staggering. In addition to the waste of human potential, the costs of dropouts include lower tax revenues from lower paying jobs, higher crime rates, higher demand for social services, and the loss of global economic competitiveness.

When you continue your studies after high school, should you tell the school and instructors about your learning disability? This article will help you decide when and how to disclose your disability to obtain accommodations.

Given that teachers often have too much to teach and too little time, teacher Dana Dusbiber suggests an alternative approach to teaching literature for secondary ELLs: the introduction of more multicultural literature in the classroom.

How can you help high school students get ready for post-secondary education? Review these recommendations from the Department of Education and find out how to help students understand their disabilities, explain their disabilities to their professors well enough to obtain accommodations, and develop the computer and time-management skills required of college students.

When teachers structure cooperative learning groups as part of the overall reading program, they also open the door to a multiple intelligences approach to literacy, which is inherent in cooperative learning. This article offers guidance on Literature Circles and Cooperative Tear, two cooperative learning strategies supported by research.

A Texas librarian shares his strategy of using nonfiction picture books to introduce new concepts to struggling adolescent readers and to build their background knowledge. Once students have been exposed to academic content in easy reading material, they are more confident in making the transition to textbooks.

Copying definitions from the dictionary and memorizing words for tests is not sufficient work for students to master and retain new vocabulary. This article helps teachers choose which words are most important to teach and suggests strategies to bring those words to life for students.

Each of us, every day, has to contend with multiple messages or texts-in the news, over the Internet, in our workplace, in books, and in conversation. Making sense of these sometimes conflicting messages is critical. But without being explicitly taught how to do so, students can have trouble synthesizing multiple texts-gathering facts without keeping an eye toward the different perspective of each. This Learning Point Associates article offers a case study and guidelines for using multiple texts in the classroom to increase the critical thinking and academic sophistication of older students.

Knowing how to engage in signature scientific acts, such as formulating questions and using evidence in arguments is an important part of science learning. This InfoBrief from the National Center for Technology Innovation offers more information about using technology to support struggling students.

In an increasingly complex world, all students need to be scientifically literate. While some students may go on to pursue advanced careers in the sciences, basic scientific literacy is critical for all students.

Science learning often involves creating abstract representations and models of processes that we are unable to observe with the naked eye. Learn more about visualizing, representing, and modeling to aid struggling learners.

To be scientifically literate, students must be able to express themselves appropriately. Learn how to help struggling students master specific vocabulary and be able to use it in their science writing activities.

As part of their series to help schools understand the federal No Child Left Behind Law, Learning Point Associates describes the four key elements of student engagement - student confidence, teacher involvement, relevant texts, and choice among texts and assignments.

If schools and students understand college readiness in a more comprehensive way, they can do more to develop the full range of capabilities and skills needed to succeed in college. Click on Classroom Strategies on the left of the page for useful information for increased comprehension.

The developmental nature of reading means that diagnosing the reading comprehension ability of adolescents is more challenging than diagnosing reading comprehension among third graders. In particular, assessments should not only capture the increased sophistication of the reading task in the middle and high school years, but should also capture the specialization of the many tasks that comprise reading comprehension for older readers. Educators must think carefully not only about what the assessments they use consider "grade-level" text, but also how those assessments capture or fail to capture the processes involved in reading in different content-area classes.