Extensive reading ~ Extensive reading of material of many kinds, both in school and outside, results in substantial growth in the vocabulary, comprehension abilities, and information base of students.

Interactive learning ~ Learning in which children and young people are involved in thinking about, writing about, and talking about the learning produces far more effective growth than instruction in which they are passive.

Extension of background knowledge ~ To more a reader knows about the topic of a text, the better the reader is able to construct meanings from the text.

Instruction in reading and writing strategies ~ When strategies spontaneously used by skilled readers and writers are intentionally taught to less skilled learners, those strategies contribute to improved reading comprehension and written composition.

Integrated activities ~ Organizing instruction into broad, theme-based clusters of work through which reading, writing and speaking activities are interrelated promotes understanding of the connections among activities and ideas.

Attention to skills ~ Many children will not automatically acquire such basic skills as word attack or grammar without direct instruction. However, when children with reading problems received skills-based instruction to the exclusion of ample opportunities to read for meaning, the development of both vocabulary knowledge and reading comprehension suffers.

Discussion and analysis ~ Instruction that emphasizes discussion and analysis rather than rote memory contributes most he defectively to development of students' thinking abilities.

A range of literature ~ Reading and reflecting on a range of traditional and nontraditional literary works of high quality can help young people learn about the ideas and values of their own and other cultures, as well as about the experiences of different groups.

Emphasis on the writing process ~ Devoting time to all the processes involved in composing (planning, drafting, sharing, revising, and publishing) contributes to improve competence and writing.

Imaginative and informative language ~ Programs that provide balanced attention to both imaginative and informative reading, writing, listening, and speaking promotes competence in handling discourse of many kinds.

Early intervention ~ Carefully-designed early intervention can produce significant long-term improvement in reading and writing. However, research warns against extensively isolating children for remedial instruction and highlights the need to provide extensive opportunities for children to read and write, rather than to practice skills and isolation.

Appropriate assessment ~ Assessment that focuses on what is being taught in the school's curriculum and on the modes of instruction used in the curriculum promotes learners' growth toward curricular goals. It follows that alignment between curriculum and assessment must begin with goals that are central to the purposes for schooling.