[{"id":434,"date":"2026-04-06T16:33:00","date_gmt":"2026-04-06T16:33:00","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=434"},"modified":"2026-04-06T16:33:02","modified_gmt":"2026-04-06T16:33:02","slug":"strategies-for-unlocking-big-words-for-older-struggling-readers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/strategies-for-unlocking-big-words-for-older-struggling-readers\/","title":{"rendered":"Strategies for unlocking big words for older struggling readers"},"content":{"rendered":"\n

Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. This raises an important instructional question: How can we help older learners with reading difficulties overcome the challenges they face with multisyllabic words in texts through teaching? This article summarizes five research-based instructional practices that support multisyllabic word reading beyond rule-based, syllable instruction. The full feature article is available at this link: Instructional Practices to Promote Multisyllabic Word Reading Fluency<\/a><\/p>\n\n\n\n

Affix Learning<\/strong> <\/p>\n\n\n\n

Students are explicitly taught several affixes each day using an explicit, systematic instructional sequence, including saying, reading, writing, and defining the targeted prefix or suffix.  Resources such as Keys to Literacy provide lists of high-frequency affixes (e.g., 20 Most Common Prefixes Found in Frequently Used Prefixed Words<\/a>, and Common, Useful Suffixes | Keys to Literacy<\/a>).<\/p>\n\n\n\n

Peel Off Reading<\/strong> <\/p>\n\n\n\n

The teacher guides students to underline prefixes and\/or suffixes in a list of words. These affixes are read in isolation. Next, the teacher and students read whole words together, followed by a timed reading of this list of words. This teaching strategy aims to develop accurate and fluent word-reading skills without delving into word meaning.<\/p>\n\n\n\n

Word Building Game<\/strong><\/p>\n\n\n\n

Students practice combining word parts to form real and pseudo-words. Teachers preselect base words and engage students in structured activities that promote flexible manipulation of prefixes and suffixes. These games can be differentiated by including only prefixes or only suffixes.<\/p>\n\n\n\n

Word Reading Fluency<\/strong><\/p>\n\n\n\n

Teachers provide targeted word lists that include affixes, while leading students in group reading and timed reading routines. This activity should be well-structured and demonstrate accurate pronunciation of multi-syllable words.<\/p>\n\n\n\n

Connected Text Reading<\/strong><\/p>\n\n\n\n

Instruction progresses from word-level practice to reading multisyllabic words within connected text. Teachers provide scaffolded support through structured activities such as maze tasks, cloze sentences, and sentence reading. Table 2 describes sample sentence-reading tasks that can help students practice.<\/p>\n\n\n\n

The research-based reading strategies in this article provide teachers with instructional practices that promote multisyllabic word recognition and fluency for older students. They can be integrated into intervention programs by choosing any combination of these practices during small-group instruction for students with learning disabilities. These practices can be integrated into intervention programs and Tier 1, Tier 2, or Tier 3 instruction to support older students as they encounter increasingly complex texts.<\/p>\n\n\n\n

Reference<\/p>\n\n\n\n

Toste, J. R., Williams, K. J., & Capin, P. (2016). Reading big words: Instructional practices to promote multisyllabic word reading fluency. Intervention in School and Clinic<\/em>, 52<\/em>(5), 270\u2013278. <\/a><\/p>\n\n\n\n

For more information, contact Diane Lewis (dplewis@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. […]<\/p>\n","protected":false},"author":1847,"featured_media":436,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,5],"tags":[],"class_list":["post-434","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=434"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/436"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=434"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=434"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=434"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":433,"date":"2026-04-06T16:32:06","date_gmt":"2026-04-06T16:32:06","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=433"},"modified":"2026-04-06T16:32:08","modified_gmt":"2026-04-06T16:32:08","slug":"the-power-of-play-building-connections-across-early-childhood-settings","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/the-power-of-play-building-connections-across-early-childhood-settings\/","title":{"rendered":"The power of play: Building connections across early childhood settings"},"content":{"rendered":"\n

During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just a break from learning; it is how young children learn, explore the world, and build the critical abilities they need to navigate social interactions and manage their own emotions. This is especially true and impactful in inclusive early childhood settings that welcome and support students with differing abilities.<\/p>\n\n\n\n

Play is a naturally motivating activity that allows children to explore and deepen their understanding of the world around them. In this energetic environment, they nurture important social and emotional skills. When children engage in play, they learn to share, negotiate rules, and work cooperatively toward shared objectives, laying the foundation for relationships (NAEYC, 2022). Additionally, play serves as a safe space for emotional regulation, allowing children to identify emotions such as frustration or empathy and practice coping strategies through imaginative play or peer interactions (Bredikyte & Brandisauskiene, 2023). The inherent rules of play, such as waiting for one’s turn, strengthen executive functions, including impulse control and attention.<\/p>\n\n\n\n

For students with differing abilities, play is an important, non-threatening way to practice skills that may be challenging in more structured, adult-led activities. Because play is naturally adaptable, educators can tailor experiences to a child\u2019s unique developmental stage without highlighting their differences. This intrinsic motivation encourages continuous participation and practice, both of which are essential for mastery. Achieving things in play, such as solving a difficult puzzle or starting a game with a peer, enhances self-esteem and nurtures a sense of competence. Ultimately, play is a key element of social inclusion, offering opportunities for meaningful friendships to form among all children (Arda Tuncdemir, 2025).<\/p>\n\n\n\n

To fully realize these benefits, educators must be purposeful and proactive in their facilitation. A purely “hands-off” approach is rarely enough; instead, a framework for supported play is required. This framework begins with environmental design, creating diverse, physically accessible centers that cater to a range of interests. Skillful observation allows teachers to intervene intentionally, perhaps by modeling social scripts or integrating individualized communication supports (NAEYC, 2020). Peer-mediated interventions, in which children are strategically paired to encourage positive interactions, foster an environment of acceptance and shared understanding. By recognizing play as the cornerstone of development, educators can create equitable spaces where every child builds the social-emotional foundations necessary for lifelong well-being.<\/p>\n\n\n\n

Ultimately, play is more than a classroom activity; it\u2019s the heart of early development and a vital way to promote true equity in inclusive education. When educators focus on play-based strategies, they bridge developmental gaps and give students of all abilities the chance to build emotional resilience, self-regulation, and genuine social bonds. The key takeaway is that when play is thoughtfully designed and well-supported, the classroom becomes a warm, welcoming space where diversity is celebrated, and every child gains the social-emotional skills needed for a bright, successful future.<\/p>\n\n\n\n

Resources<\/p>\n\n\n\n

Division for Early Childhood. (2023). Practice improvement tools<\/em>. Early Childhood Technical Assistance Center.<\/a> https:\/\/ectacenter.org\/decrp\/<\/a><\/p>\n\n\n\n

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2017). Blended practices for teaching young children in inclusive settings<\/em> (Second edition.). Brookes Publishing.<\/p>\n\n\n\n

Sandall, S., & Schwartz, I. (2024). Building blocks for teaching preschoolers with special needs<\/em> (4th ed.). Paul H. Brookes Publishing (available through link to T\/TAC at VCU\u2019s library<\/a>)
Webinar:\u00a0 Not Just Cute: How Powerful Play Drives Development in Early Childhood, with author Amanda Morgan<\/a><\/p>\n\n\n\n

References<\/h3>\n\n\n\n

Arda Tuncdemir, T. B. (2025). Integrating social-emotional learning through lay: Perspective from early childhood educators. Journal of Research in Childhood Education<\/em>, 1\u201319.<\/a><\/p>\n\n\n\n

Bredikyte, M., & Brandisauskiene, A. (2023). Pretend play as the space for development of self-regulation: Cultural-historical perspective. Frontiers in Psychology<\/em>, 14<\/em>, 1-11.<\/a><\/p>\n\n\n\n

National Association for the Education of Young Children (NAEYC). (2020). Advancing equity in<\/em> early childhood education: A position statement<\/em>. National Association for the Education of Young Children.<\/a> <\/p>\n\n\n\n

National Association for the Education of Young Children (NAEYC). (2022). Developmentally<\/em> appropriate practice in early childhood programs serving children from birth through age 8 (4thed.)<\/em>. National Association for the Education of Young Children<\/a><\/p>\n\n\n\n

For more information, contact Adrienne Quarles-Smith (quarlessmiad@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"

During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just […]<\/p>\n","protected":false},"author":1847,"featured_media":435,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-433","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-early-childhood-special-education"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=433"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/435"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":418,"date":"2026-03-03T20:31:27","date_gmt":"2026-03-03T20:31:27","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=418"},"modified":"2026-04-10T13:05:33","modified_gmt":"2026-04-10T13:05:33","slug":"working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework\/","title":{"rendered":"Working together:\u00a0How explicit instruction can fit within a Universal Design for Learning framework"},"content":{"rendered":"\n

<\/p>\n\n\n\n

Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for learner variability by providing multiple means of student engagement, representations of content\/skills, and ways to demonstrate knowledge (Foxworth et al., 2022). Explicit instruction is a method of teaching where lessons focus on \u201cscaffolded structure, with heavy teacher modeling and support to start and purposeful fading as students demonstrate proficiency\u201d (Foxworth et al., 2022, p. 269). A typical explicit instruction lesson (i.e., introduction, body, closing) can be strengthened by applying a UDL framework.<\/p>\n\n\n\n

An explicit instruction lesson introduction includes gaining attention, stating the goal, verifying prerequisite skills, and establishing relevance (Foxworth et al., 2022). When gaining attention, a UDL approach to the lesson might involve visual timers and auditory cues (Foxworth et al., 2022). Stating the goal through a UDL framework could look like providing a visual and the option to translate the goal into a student\u2019s native language. Checking prerequisite skills may look like giving students the option to respond chorally and\/or through writing. Establishing relevance might entail encouraging students to generate their own ideas or personal connections with the new knowledge\/skill they are about to learn (Foxworth et al., 2022).<\/p>\n\n\n\n

As the lesson moves from the introduction to the body (i.e., the new skill), it involves modeling, prompting, and checking understanding (Foxworth et al., 2022). When modeling, a UDL approach may look like providing options to enlarge visuals, examples and non-examples, text-to-speech, and translation options and supplying visual and written definitions (Foxworth et al., 2022). When prompting students, teachers may provide paper or computer-based checklists for self-regulation and accessibility features for students who need them. To check understanding, students could be provided the choice to free type, use drag and drop responses, or demonstrate understanding verbally (Foxworth et al., 2022). 
<\/p>\n\n\n\n

After the introduction and body of the lesson, the closing of an explicit instruction lesson is generally divided into a review of what was learned, a preview of what is to come, and independent work (Foxworth et al., 2022). Through a UDL lens, the review may look like reiterating the key ideas through multiple modalities (e.g., audio or visuals). Previewing the next lesson\u2019s content could be providing a variety of accessibility features, similar to modeling or prompting. Lastly, when students engage in independent work, the application of UDL could include providing a choice in how to demonstrate mastery (e.g., drawing, writing, taking photos, or recording answers; Foxworth et al., 2022).<\/p>\n\n\n\n

Now that we have learned how explicit instruction and a Universal Design for Learning framework can work together, visit the VCU T\/TAC library online<\/a> to see the variety of resources available for checkout. For further exploration, check out the following links:<\/p>\n\n\n\n

Resources<\/p>\n\n\n\n

CAST UDL Guidelines<\/a> <\/p>\n\n\n\n

High Leverage Practice 16 Explicit Instruction<\/a><\/p>\n\n\n\n

Reference:<\/p>\n\n\n\n

\u00a0Foxworth, L., Hashey, A., Dexter, C., Rasnitsyn, S., & Beck, R. (2022).\u00a0 Approaching explicit instruction within a universal design for learning framework. Teaching Exceptional Children<\/em>, 54<\/em>(4), 268-275.<\/a> <\/p>\n\n\n\n

For more information, contact Crystal Bell (bellcr@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"

Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for […]<\/p>\n","protected":false},"author":1847,"featured_media":432,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-418","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/432"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":421,"date":"2026-03-03T20:31:08","date_gmt":"2026-03-03T20:31:08","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=421"},"modified":"2026-03-04T13:48:25","modified_gmt":"2026-03-04T13:48:25","slug":"turning-information-into-understanding-with-graphic-organizers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/turning-information-into-understanding-with-graphic-organizers\/","title":{"rendered":"Turning information into understanding with graphic organizers"},"content":{"rendered":"\n

In today\u2019s classrooms, students are expected to read, listen, and process new information as they work toward identified learning targets. You\u2019ve probably seen students, especially those with disabilities, struggle to understand, remember, and apply new information presented during instruction. Skills such as connecting new information to prior knowledge and identifying main ideas and supporting details can be challenging (Dexter & Hughes, 2011). One tool to support students in organizing and processing new information is a graphic organizer.<\/p>\n\n\n\n

What are graphic organizers?<\/strong><\/p>\n\n\n\n

A graphic organizer is a visual and spatial display that shows students how information is organized and related (Dexter et al., 2011; Marlett, n.d.; Tennessee Technical Assistance Network, n.d.). With a graphic organizer, students typically add text to shapes and\/or lines on a document. Yet, without instruction, they may not understand how the visual representations connect to what they are learning. As Dexter & Hughes (2011) explain, \u201cgraphic organizers make relationships between related facts and concepts more apparent,\u201d which facilitates understanding and retention of information (p. 52).<\/p>\n\n\n\n

Why should I implement graphic organizers?<\/strong><\/p>\n\n\n\n

Graphic organizers support students\u2019 learning in three ways: <\/p>\n\n\n\n