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Special Education | Reading A-Z | Reading A-Z

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Ignite Literacy Skills with Reading File Folders for Special Education

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Discover the power of reading file folders in special education classrooms. Unlock the potential for academic growth designed for special education students.

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With so many different student levels, it can be difficult at the beginning of the school year to establish literacy routines, especially when you are focused on hammering out behavior problems and working to get your littles to sit for more than 5 minutes. My first year in my classroom with students with autism, I tried to do read alouds but found the students weren't engaged. Part of the problem was that I was too sporadic with how I ran story time. There was no structure, no routine, just me and book wingin' it. Obviously, I never had much success with this. Last year, I tried very hard to develop a literacy routine that we did daily. We usually focused on the SAME book for at least a week or more if the students were engaged in the story. Of course at first, I had the same issues with wiggling and distractions, BUT, once I kept our routine the same, after a few weeks, story time became a relaxing, fun time for my TAs, me, and most importantly, my students. Below I've described a few routines from last year and a few new routines I want to implement.

A few pictures of how I set up our group time area last year.

1. Pick the Right Books AHEAD of Time.

Sometimes a book that is popular in a general education kindergarten class, is not going to be appropriate for students with autism or special needs. Our students find it hard to focus on books that seem to last a lifetime. When I do research for good books for story time, I use the library! Read about how I use the library to "research" my books before I buy them for my class. I'm documenting my picture book "research" through my blog! So far, I have 3 weeks of Back to School Books I love and next I will be doing Apple books for our Apple Theme.

2. Get students excited about books with the element of surprise.

This is something new for me. I read about it online at this website and fell in love with the idea. My students LOVE unwrapping gifts (who doesn't). I plan on writing different school staff on the tag throughout the months of August/September so we can use that as a learning experience. For example, the first book we read will be "from" our principal. We will be briefly talking about WHO our principal is and what she does. Thankfully, I can easily pull up our school website and we can view her picture. I might even plan a quick visit with her after story time is over so she can ask the students how they liked her book. I think this routine will really get the kiddos excited about story time!

3. Review Print Concepts during EVERY Read Aloud.

We work on these ALL.YEAR.LONG.

Sample Questions:
Where is the front of the book? Back of the book?
Where is the title?
Author? What did he/she do? (wrote the book - briefly look through and point to the WORDS on the pages)
Illustrator? What did he/she do? (drew/took the pictures - look through the PICTURES of the book)

For the following questions, I always make sure I have visual supports for my students to point to, such as the ones pictured below for Pete the Cat.

WHO/WHAT do you see on the cover of the book?
Predictions: WHO do you think this book is about? WHAT do you think this book is about?

4. Use Visual Supports.

I use visual supports for EVERYTHING, especially for story time. For those of you that have Boardmaker, Symbolstix, or Smarty Symbols, pulling up visual supports for books can be easy! Another option is to use google as a quick reference on the iPad and pull up visuals on google. I also have visual support packs for my favorite back to school stories in my TPT store right now if you are looking for something easy to print and use right away.

5. Use a Story Map to Review Key Details about the story.

Once we finish the book, we complete a story map. We complete and discuss this map EVERYDAY in our class. The repetition is key for my kiddos, plus they LOVE the routine. Below is the poster board we use in our classroom. I have velcro in each section, so it's easy to put up key details for each story we focus on. Best of all, IT'S FREE FOR YOU!

6. Get Books into Students' Hands.

For a while, I was SUPER over protective of our class books. Bottom line is, if our students love something, they look at it daily. Daily wear and tear will happen and you just have to let it go and be HAPPY that your little friends are loving books! If I know a book is going to get lots of use, I buy the paperback version, take it apart, laminate the pages, and then put it back together. This makes the books more durable and will save you money down the road. Below is an example of how we prep books for our reading center.

7. Spread the weekly Literacy Theme throughout the whole classroom.

Starting next weekend, be sure to join me every Sunday for Story Time Talk for details about how I'm planning our upcoming week in literacy!

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Literacy Routines in a Special Education Classroom | Teaching Special Thinkers

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With so many different student levels, it can be difficult at the beginning of the school year to establish literacy routines, especially when you are focus ...

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About the game

Covers everything from letters and sounds to reading full sentences.

Designed in collaboration with leading academics.

Complements all synthetic phonics programmes used in schools.

Computer version is 100% free.

Watch the Teach Your Monster to Read trailer

At home and school

Our games are designed to complement programmes used in schools. This game is Google Play Teacher Approved.

Find out how

Create a monster and take it on an adventure through a magical world.

Lots of blending, segmenting and tricky words.

Your monster travels to exciting places, meets fun characters, plays games and wins prizes as they learn the first steps of reading.

Three games that cover the first two years of learning to read. From matching letters and sounds to enjoying little books.

Minigames help children to develop speed and accuracy of letter and sound recognition.

Teach a monster today!

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Award winning educational games for children

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Teach Your Monster to Read: Award-winning phonics and reading games

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Teach Your Monster to Read - The ground-breaking game that makes learning to read fun!

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Discover effective strategies to enhance self-esteem and confidence in students with learning disabilities through reading success. Create a supportive learning environment, set achievable goals, utilize multisensory approaches, and collaborate with parents to empower students and nurture their belief in their abilities. Read more to unlock the full potential of students and boost their self-esteem and confidence.

For students with learning disabilities, building self-esteem and confidence can be a significant challenge. The academic struggles they face can often impact their self-perception and confidence levels.

Studies have shown that students with Dyslexia tend to be more anxious, more depressed, and had more distressed self-esteem compared to their non-dyslexic peers (Ihbour, et al., 2021). Oftentimes, the percentage of psychiatric comorbidity is higher for students with Dyslexia as well.

As educators, we have a unique opportunity to empower these students by fostering reading success. By creating a supportive environment and implementing effective strategies, we can help them develop a positive self-image and unlock their full potential. In this blog, we will explore the connection between reading success, self-esteem, and confidence, along with practical techniques to promote self-esteem and confidence in students with learning disabilities.

The Impact of Reading Success on Self-Esteem and Confidence:
Reading success can be a catalyst for building self-esteem and confidence in students with learning disabilities. When students experience progress in their reading abilities, they gain a sense of accomplishment and develop a positive self-perception as capable learners. Here's how reading success contributes to self-esteem and confidence:

Reading success boosts academic achievement, providing students with a foundation for success in other subjects. As students improve their reading skills, they gain a sense of competence and achievement, reinforcing their belief in their abilities.

Increased Independence:
Proficient reading skills empower students to access information independently, explore their interests, and engage with the world. This newfound independence enhances their self-reliance and confidence in their ability to navigate academic and everyday challenges.

Enhanced Communication:
Reading proficiency enables students to express their thoughts and ideas effectively. As students become better readers, they develop stronger communication skills, leading to improved self-expression and increased confidence in their ability to communicate with others.

Expanded Opportunities:
Reading success opens doors to a world of opportunities. It broadens students' access to a wide range of texts, knowledge, and experiences. When students realize they can engage with literature and information independently, their confidence in their abilities grows, paving the way for future success.

Promoting Self-Esteem and Confidence in Students with Learning Disabilities:
Provide Individualized Support: Tailor your instruction to meet the unique needs of each student with learning disabilities. Offer targeted interventions, accommodations, and modifications that allow them to access and succeed in reading tasks. Recognize and celebrate their progress to foster a sense of accomplishment and pride.

Create a Safe and Supportive Learning Environment:
Foster an inclusive classroom environment that values and respects each student. Encourage a growth mindset by emphasizing effort, progress, and resilience. Establish a culture of support, where students feel comfortable taking risks and asking for help.

Break down reading goals into achievable steps and celebrate milestones along the way. Encourage students to set personal reading goals that align with their interests and abilities. Regularly revisit and reflect on these goals to maintain motivation and build self-confidence.

Use Multisensory Approaches:
Incorporate multisensory techniques into your reading instruction. Engage students' visual, auditory, and kinesthetic modalities to reinforce learning and make reading more accessible. Hands-on activities, manipulatives, and interactive technology can enhance engagement and self-confidence.

Provide Positive Feedback and Encouragement:
Offer specific, constructive feedback that highlights students' strengths and progress. Recognize their efforts and small achievements, reinforcing their self-esteem and motivation. Encourage peer support and collaboration to foster a positive classroom community.

Cultivate a Love for Reading:
Help students develop a positive attitude towards reading by exposing them to a variety of texts, genres, and formats. Provide opportunities for choice and autonomy in reading selections to tap into their interests. Celebrate reading achievements and create a culture of reading enjoyment in your classroom.

Collaborate with Parents and Support Services: Maintain open lines of communication with parents and involve them in their child's reading journey. Share strategies and resources that can be implemented at home to support reading development and boost self-esteem. Collaborate with support services, such as special education professionals or reading specialists, to ensure a comprehensive and coordinated approach.
​
Promoting self-esteem and confidence in students with learning disabilities is a powerful way to unlock their potential. Reading success can be a catalyst for building self-esteem, fostering independence, and empowering students with learning disabilities. By providing individualized support, creating a supportive learning environment, setting realistic goals, using multisensory approaches, providing positive feedback, cultivating a love for reading, and collaborating with parents and support services, we can help students develop a positive self-image and belief in their abilities.

Together, let's empower students with learning disabilities and pave the way for lifelong learning and success.

References:
Ihbour, S., Anarghou, H., Boulhana, A., Najimi, M., & Chigr, F. (2021). Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents. Dementia & neuropsychologia, 15(4), 533-540. https://doi.org/10.1590/1980-57642021dn15-040014

Unlocking the Potential:
​A Deep Dive into Fluid Reasoning and Tailored Strategies for Students with Learning Disabilities. Explore the transformative power of Fluid Reasoning in enhancing problem-solving, its influence on reading and math skills, and uncover customized accommodations to support students.
Dive into proven methodologies to optimize their educational journey today.

In the realm of teaching students with learning disabilities, understanding the concept of Fluid Reasoning becomes paramount. This cognitive ability empowers students to think logically and solve challenges in novel situations, independent of acquired knowledge. In this comprehensive guide, we delve into the depths of Fluid Reasoning, its impact on a student's cognitive development, its applications in the classroom, assessment methods, and strategies to accommodate and support students with lagging Fluid Reasoning skills.

Fluid Reasoning embodies the capacity to apply logic and reasoning to uncharted territories, unburdened by prior experiences. It encompasses nonverbal, sequential, quantitative, and categorical reasoning. Consider a scenario where you face a new project demanding unfamiliar skills - this is where Fluid Reasoning comes into play. It equips individuals to recognize patterns and correlations among seemingly unrelated elements, enabling them to craft innovative solutions.

The Wechsler Intelligence Scale for Children®-Fifth Edition (WISC-V) employs Fluid Reasoning as one of its five components for assessing a child's intellectual capabilities. This assessment focuses on detecting the child's aptitude for recognizing underlying connections between visual elements, and their ability to apply reasoning consistently across novel situations.

Fluid Reasoning plays a noteworthy role in both reading and math. It aids in drawing general conclusions from specific information, which is pivotal for effective reading comprehension. Furthermore, its connection to mathematical activities spans across all age groups, highlighting its significance in grasping mathematical concepts.

Students grappling with Fluid Reasoning difficulties may exhibit struggles in pattern recognition, drawing conclusions, transferring skills, and comprehending cause-and-effect relationships. To support these students, consider these accommodations:

Setting Accommodations: (These accommodations focus on a change in the student's environment)

Preferential Seating: Position the student next to a peer helper to aid during confusion.

Eliminate Frustration: Avoid tasks beyond the student's demonstrated competency.

Teach the Rules: Provide well-defined procedures and rules.

Presentation Accommodations: (These accommodations focus on how the information will be provided to the student)

Use Clear Language: Explain procedures in clear, concrete terms.

Start Activities with Student: Begin tasks with the student or assign a peer for initial problems.

Monitor Task Completion: Keep a close watch on the student's understanding and provide timely assistance.

Provide Visual Directions and Check-Ins: Offer visual directions and regular checks for understanding.

Provide Practice Assessments: Offer practice tests mirroring graded ones.

Chunk Tasks and Information: Break down tasks and concepts into manageable parts.

Response Accommodations: (These accommodations focus on how the student will provide information)
Offer Weighted Grading: Prioritize concrete information and acquired skills in grading.

Timing/Scheduling Accommodations: (These accommodations focus on altering time allocations or the schedule, such as a specific time of day, extra time, etc.)
Adjusted Timing: Adjust time allocations or schedules as needed. Allow for extended or untimed learning tasks

Click to download these accommodations now!

Teach Generalizing: Provide diverse examples of rule or procedure application.

Directly Teach Abstract Concepts: Link abstract concepts with concrete examples.

Teach Problem-Solving Skills: Help students distinguish relevant from irrelevant information.

Gradual Introduction of New Information: Tie new concepts to previously mastered ones.

Structured Approaches: Offer routines for complex tasks and procedures.

Real-Life Contexts: Apply concepts and skills in real-world situations.

Explain Task's Purpose: Clarify how tasks contribute to learning outcomes.

Semantic Mapping: Employ semantic maps to organize key vocabulary and prior knowledge.

Fluid Reasoning stands as a pivotal cornerstone in the educational journey of students with learning disabilities. As educators, by understanding the intricacies of Fluid Reasoning and employing effective strategies, we empower our students to surmount challenges and unlock their intellectual potential. Through tailored accommodations and dedicated methodologies, we create an inclusive and nurturing learning environment, fostering growth and success.

Daily positive affirmations teach our teacher brains
a new way to think about our teaching world!

Sixty-one percent of the teachers said their work was always or often stressful. 58 percent of teachers described their mental health as "not good" for at least seven of the previous 30 days. ⁠ Positive Affirmations are short positive statements targeted at a specific set of negative beliefs. They are used to reprogram our subconscious minds, to encourage us to believe certain things about ourselves or about the world and our place within it. Basically, they help to create the reality we want!⁠

Affirmations are proven methods of self-improvement because of their ability to rewire our brains. Using positive affirmations can help us to keep focused on our inner goals⁠!⁠

Daily positive affirmations teach our teacher brains a new way to think about our teaching world! We eliminate negative ways of thinking and essentially change our teaching mindset!

And guess what? Affirmations are a great way to support your students too! Read more about using DAILY POSITIVE AFFIRMATIONS with STUDENTS HERE!

Happy & Healthy Teaching!
PEACE,
Miss Rae
​
References: AFT, 2017 Educator Quality of Work Life Survey⁠

You did the assessments. You have the data. But how do you decide if the lagging skills should be a goal area, an accommodation, or a modification?

Let me tell you!

Here's how I decide if a lagging skill should be a goal area, an accommodation, or a modification!

I start by asking...

What areas of the curriculum are impacted by the student's disability?

Then, I go through each item I listed and ask...

Can we put an accommodation or modification in place to remove this hurdle to the curriculum?

OR

Is this a hurdle that requires Specially Designed Instruction?

Now, I review my list and...

1-Add accommodations to the IEP
-be specific & choose appropriate accommodations for the student's disability

2-Hurdles that need Specially Designed Instruction are your goal areas!

Hurdles: Fluency, Comprehension

Classroom Accommodation(s): Text to Speech for content area materials

This Classroom Accommodation will support the student's ability to access the grade level material in the classroom, but this lagging skill also requires Specially Designed Instruction SO it may also need to be an IEP goal area, in this student's case.

IEP GOAL:
By the end of the IEP period, STUDENT will achieve a benchmark score of 16 (or higher) of the DIBELS' subtest MAZE.

IEP OBJECTIVE:
STUDENT will a score of 96 (or higher) on 3 consecutive administrations of the DIBELS' Oral Reading Fluency - Accuracy.

Hurdles: Written Expression

Classroom Accommodation(s): Speech to Text, Exemplars of Writing Assignments, Word Banks for Content Area Vocabulary

This student's evaluations demonstrated that the student had the skills in the area of Written Expression; however, the student was not always demonstrating these skills in the classroom. Based upon assessment and observation data, the Classroom Accommodations of Speech to Text, Exemplars of Writing Assignments, Word Banks for Content Area Vocabulary will support the student in overcoming the hurdle in the area of Written Expression. This student would not require Specially Designed Instruction in Written Expression so no IEP goal needed for Written Expression!

Click HERE to grab a pdf of this chart for your own teaching!

And once you choose your goal areas, check out my blog post on how to write SMART IEP goals!

Happy & Healthy Teaching!
PEACE,
Miss Rae

What does the Science of Reading have to do with Special Education Teachers?
​It has everything to do with Special Education Teachers!

Without data, you are just a teacher with an opinion. Am I right?

So let's start with the data!

Research shows that...

30-60% of students will to read fluently via any reading approach

40-70% of students require explicit phonological awareness training and foundational skills instruction to read fluently

10-15% of students must receive a structured literacy-based approach

Do you know what's great about this data?

Well, the Science of Reading tells us that a structured literacy-based approach is the best approach to teaching reading.​

And guess what?

A structured literacy-based approach includes...
explicit phonological awareness training and foundational skills instruction.

Seeing a connection between the Science of Reading and Special Education yet???

A structured literacy-based approach emphasizes highly explicit and systematic teaching of all important components of literacy, from decoding and encoding to reading comprehension and written expression. A structured literacy-based approach also emphasizes oral language abilities essential to literacy development, including phonemic awareness, sensitivity to speech sounds in oral language, and the ability to manipulate those sounds.
​
Oh hey, Special Education Teachers, does this type of teaching sound familiar?

This is exactly the type of instruction recommended for teaching students with Dyslexia!

So what else does the Science of Reading have to do with Special Education Teachers?

Well, the Science of Reading Says that advanced phonemic awareness skills are required for proficient reading.

But teaching phonemic awareness in isolation is certainly not enough to remediate students with Dyslexia.

Phoneme awareness does not naturally develop in children as spoken language does.
Explicit instruction is necessary for most students, particularly for those with Dyslexia.

But...

Phonemic awareness instruction is most effective when connected with letters in the context of a synthetic phonics approach. This instruction is called Synthetic Phonics.

But what is Synthetic Phonics?

Synthetic phonics is a method of teaching where words are broken up into the smallest units of sound (phonemes). Students are taught how to break up words, or decode them, into individual sounds, and then blend all the way through the word.

So what does the Science of Reading have to do with Special Education Teachers? It has everything to do with Special Education Teachers!

Happy and Healthy Teaching!
PEACE,
​Rae

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Miss Rae's Room Special Education Teacher Blog

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A blog for teaching reading to students with Learning Disabilities! Bridging IEPs with the Science of Reading!

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KidsRead2Kids: Online Literacy Resources for Kids

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Empower young minds with KidsRead2Kids: Explore engaging online literacy resources for children. Ignite a love for reading today....

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Exploring the opportunities and obstacles educators encounter while serving students with special needs, including children with disabilities, gifted students, and those who are homeless or incarcerated.

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Exploring the opportunities and obstacles educators encounter while serving students with special needs, including children with disabilities, gifted students, and those who are homeless or incarcerated. Get the latest education news delivered to your inbox daily.

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What does the Science of Reading have to do with Special Education Teachers?
​It has everything to do with Special Education Teachers!

Without data, you are just a teacher with an opinion. Am I right?

So let's start with the data!

Research shows that...

30-60% of students will to read fluently via any reading approach

40-70% of students require explicit phonological awareness training and foundational skills instruction to read fluently

10-15% of students must receive a structured literacy-based approach

Do you know what's great about this data?

Well, the Science of Reading tells us that a structured literacy-based approach is the best approach to teaching reading.​

And guess what?

A structured literacy-based approach includes...
explicit phonological awareness training and foundational skills instruction.

Seeing a connection between the Science of Reading and Special Education yet???

A structured literacy-based approach emphasizes highly explicit and systematic teaching of all important components of literacy, from decoding and encoding to reading comprehension and written expression. A structured literacy-based approach also emphasizes oral language abilities essential to literacy development, including phonemic awareness, sensitivity to speech sounds in oral language, and the ability to manipulate those sounds.
​
Oh hey, Special Education Teachers, does this type of teaching sound familiar?

This is exactly the type of instruction recommended for teaching students with Dyslexia!

So what else does the Science of Reading have to do with Special Education Teachers?

Well, the Science of Reading Says that advanced phonemic awareness skills are required for proficient reading.

But teaching phonemic awareness in isolation is certainly not enough to remediate students with Dyslexia.

Phoneme awareness does not naturally develop in children as spoken language does.
Explicit instruction is necessary for most students, particularly for those with Dyslexia.

But...

Phonemic awareness instruction is most effective when connected with letters in the context of a synthetic phonics approach. This instruction is called Synthetic Phonics.

But what is Synthetic Phonics?

Synthetic phonics is a method of teaching where words are broken up into the smallest units of sound (phonemes). Students are taught how to break up words, or decode them, into individual sounds, and then blend all the way through the word.

So what does the Science of Reading have to do with Special Education Teachers? It has everything to do with Special Education Teachers!

Happy and Healthy Teaching!
PEACE,
​Rae

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