Using the Three Phase Lesson model, teachers identify prior knowledge that the student must possess in order to be successful in learning the new concepts. Teachers then delineate specific components inherent in the concepts that need to be mastered and identify tasks which will enable the student to practice these new concepts.

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Student engagement has been shown to be an important factor affecting the success of online instruction. However, the unique nature of online instruction requires that we investigate new methods of engaging students. This paper proposes several methods of engaging the learner through the online format. Most of the methods are relatively simple to implement and include phone calls, use of e-mails, announcements, avatars and an online Office. The paper also proposes focused, purposeful use of the learning management system's synchronous interactive online instruction features by engaging in live instructional discussions with students centered on difficult course concepts.

Fluency in reading is crucial for comprehension of the written word. Traditionally we concentrate on fluency once a child is a proficient reader. However, fluency is a skill that can be successfully addressed with beginning readers. This article presents practical strategies to help beginning readers become fluent readers. Of course, these strategies are effective with proficient readers, however, the earlier we begin to use them, the sooner children will internalize the concept of fluency and practice it. These strategies are also effective with second language learners.

Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.