The strongest predictor of reading proficiency at the end of grade one is not intelligence or socioeconomic status. The best readers are the children who have done the most easy-reading. Effective teachers help children find books they want to read, books that they understand and can read with a very high level of word recognition.

Researchers like Richard L Allington have said that if they could change only one instructional practice, they would ensure students read more every day. When children read more, they more quickly begin to read aloud with expression. And they start to show a deeper thoughtfulness about what they’re reading.

Independent writing develops best, too, not when children are given worksheets with word searches or fill-in-blank work, but when adults help children find reasons to want to write and help them express themselves.
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