Spelling: Why Explicit Instruction Is a Critical Component of Literacy Intervention for Children Who Are Deaf or Hard of Hearing

Spelling is an often-overlooked aspect of literacy, receiving less instructional time in classrooms than decoding, fluency, or reading comprehension skills. This chapter describes why spelling intervention—particularly explicit and systematic instruction—is necessary for successful overall reading development of students who are at risk for delay, specifically children who are deaf or hard of hearing (DHH). An overview of current research on spelling development in children who are deaf is presented, as well as what we know about the efficacy of spelling interventions in this and other populations. Based on this research, suggestions are made on how best to teach DHH children how to tackle the seemingly chaotic English orthographic system.

Cross-Language Connections for English Learners’ Literacy Development

The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.

Number Sense on the Number Line

A strong foundation in early number concepts is critical for students’ future success in mathematics. Research suggests that visual representations, like a number line, support students’ development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction to transition from concrete to visual to abstract representations of mathematics concepts supports students’ conceptual understanding. This column describes and illustrates how teachers can use number lines and features of explicit and systematic instruction to support students’ early development of number sense.

Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.