Abstract
Homework is an instructional staple for most classroom teachers; however, considerable debate over the effectiveness of homework has been at the center of discussions among researchers, administrators, educators, parents, and students. Rather than continuing the battle as to whether or not homework enriches learning, it appears the more commonsense question is “How can we improve on the quality of homework assigned to students so that it is doable and appropriate?” In order to provide effectual homework tasks, responsive teachers have knowledge of, and consider, their students' reading abilities. Therefore, this article presents homework guidelines and practical interventions for teachers to use when designing out‐of‐school literacy tasks based on the components of the Simple Reading Assessment Model – SRAM.
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