Over the past fifty years, there have been swings in United States education policy between didactic, basic -
skills reading instruction and constructivist, whole language reading instruction.
Really Great Reading believes that every student has the right to appropriate, high - quality, foundational -
skills reading instruction.
In 2010, the IDA published its Knowledge and Practice Standards for Teachers of Reading, which details the knowledge base required for
skilled reading instruction for all teachers of reading.
Not exact matches
Following step - by - step
instructions to get to a finished result is an important
reading skill, and using that
skill to cook shows kids that
reading has very practical benefits.
This was such a fun and easy activity for me to set up, and they got such enjoyment out of it while also incorporating practice in
reading, problem solving, measuring, weighing, following
instructions, fine motor
skills, sequencing, counting, fractions, turn taking, communication, and probably much more!
The researchers then examined whether playing the more difficult games improved performance on additional measures of working memory as well as enhanced other
skills, including math,
reading, writing and following
instructions in a classroom.
Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word
reading skills that are required to develop
skilled reading; Early identification of children with learning difficulties or [those who] need additional
instruction.
Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving
reading skills, for all children and especially for those scoring at the bottom of the
skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary
instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.
With increased
instruction in academic language, and increased attention to understanding of morphology and connectives, Lesaux hopes to close the gap between students»
reading skills and their comprehension.
Washington — Children who master basic
reading skills, but then fall behind in the middle grades, may do so because they receive little
instruction in essential techniques of comprehension.
You go back to 2000 to the National
Reading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit instruction is the way to go, that it needs to be skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in reading, w
Reading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit
instruction is the way to go, that it needs to be
skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in
reading, w
reading, writing.
Beginning next week, students in Dade County, Fla., public schools will start «logging on» microcomputers to solve geometry problems or to work on
reading skills as part of a pilot program designed to acquaint students with computer technology and to supplement classroom
instruction.
If close
reading becomes de facto
reading instruction — if it becomes just another iteration of the knowledge - free, mind - numbing
skills - and - strategies approach of the past several decades — it will be fatal not just to Common Core, but to
reading itself.
Most teachers in Louisiana perceive — correctly — that their standards instead encourage them to teach particular grade - level texts and organize
reading skills instruction around those texts rather than teaching
reading skills and allowing students to apply them to any text.
«Teacher identities and professional histories; departmental structures; differentiated roles, such as
reading specialists and literacy coaches; lack of teacher preparation to teach literacy
skills; arguments over whose responsibility literacy
instruction is; competing factors such as motivation and engagement; disparities between in - and out - of - school literacy practices; and the increasing demands of
reading to learn all contribute to the stagnation in literacy achievement,» he says.
Easy to teach as the
instructions add an element of
reading comprehension, simply hand them the
instructions and see if they can figure out what to do - developing lots of thinking and teamwork
skills (alternative approaches are also suggested in teachers» notes).
In the end, the path to improved
reading comprehension — to mastery of the
skills outlined in state literacy standards — is a cumulative process driven by effective curriculum - centered
instruction.
This approach to
reading instruction — where discrete
skills are broken down into bite - sized chunks and taught explicitly, largely independent of texts — works for beginning readers.
Those calling for academic
instruction of the young don't seem to appreciate that math and
reading are complex
skills acquired in stages related to age.
Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «
read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of
instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection
skills.
The results suggest that current direct math and
reading instruction is insufficient to build attention and fine motor
skills.
Excel teachers focus on individualized
instruction in basic
skills, spending at least two hours a day on
reading, writing, and literature and at least 90 minutes a day on mathematics.
It offers parents help in figuring out what language and literacy experiences to look for in preschools and child care; what to look for in initial
reading instruction in kindergarten and the early grades; what to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early
reading instruction; and whether their child is making progress in related
skills and early
reading.
To our knowledge, this study will be the first to document developmental trends and individual variability of early adolescents» academic language
skills for both writing and
reading, with significant implications for monitoring and
instruction.
For example, in
READ 180 classrooms, «Each period begins with a 20 - minute shared
reading and
skills lesson, and then students in groups of five rotate among three activities: computer - assisted
instruction in
reading, modeled or independent
reading, and small - group
instruction with the teacher» (p. 19).
Although most successful students recognize the importance of
reading instructions thoroughly and following them, some students may master the
skill slowly.
For these naysayers, I rattle off a whole list of reasons why I integrate technology: multi-modal
instruction, supplements for remediation or enrichment, 21st century
skill - building, text - to - world connections, collaboration, student buy - in, not to mention marked improvement in essay - writing and
reading comprehension.
Once established, that has the potential to have a dramatic impact by challenging the long dominant
skills - and - strategies approach to
reading instruction in favor of one that sees knowledge development in children — particularly disadvantaged children — as the indispensible Job One of
reading instruction in American classrooms.
This teacher - friendly guide integrates a variety of
reading skills and strategies into your content - area
instruction to improve comprehension of textbook
reading and other informational text.
Last spring, Moore proposed a short, blended - learning project to try to boost her struggling students»
reading skills and help differentiate
instruction, particularly those who were struggling.
THINK Literacy provides teachers with
instruction on what and how to teach, sequenced in units that emphasize student engagement and develop a love of
reading, while also building essential critical thinking
skills aligned with Common Core standards.
appropriate
instruction in
reading shall mean scientific research - based
reading programs that include explicit and systematic
instruction in phonemic awareness, phonics, vocabulary development,
reading fluency (including oral
reading skills) and
reading comprehensive strategies;
Her most recent books are Inside Information: Developing Powerful Readers and Writers of Informational Text through Project - based
Instruction and Beyond Bedtime Stories: A Parent's Guide to Promoting
Reading, Writing, and Other Literacy
Skills From Birth to 5, Second Edition.
In his book,
Reading Instruction: The Two Keys, reading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic skills and content kno
Reading Instruction: The Two Keys,
reading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic skills and content kno
reading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic
skills and content knowledge.
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Even as the focus on foreign - language
instruction up north and Down Under has waned recently in the wake of renewed attention to
reading, mathematics, and science
instruction, countries outside the United States where English is the primary language have more than a decade's head start in their language
skills and public attitudes on the importance of language learning.
New elementary school teachers who were well - prepared in preservice programs to teach
reading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instr
reading expressed greater confidence in their knowledge and
skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of
reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instr
reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in
Reading Instr
Reading Instruction.
This call for peace is based on the conclusion that beginning -
reading instruction should be balanced, taking the best from both sides in the conflict and teaching both
skills and meaning.
Loveless recalls the whole - language vs. phonics battle in
reading instruction; project - based learning vs. content - oriented
instruction in science; problem solving vs. computation
skills in math; and multiculturalist, «national - sins» history vs. Eurocentric versions (He doesn't use the term «Eurocentric,» but it's implied).
As with high levels of student engagement, a preferred style of coaching during
reading instruction may be a teaching
skill which requires time and / or support from more accomplished teachers to develop.
For comprehension
instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to
reading (including writing answers to questions about what they had
read); doing a story map; asking children to retell a story; and working on a comprehension
skill or strategy.
This Direct
Instruction reading intervention program delivers scripted, tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become
skilled, fluent readers and better learners.
Three paper assignments were central to the course, comparing the use of whole language and
skills orientations to teaching
reading, management and use of different grouping arrangements (small group, whole class, and individual
instruction), and the awareness and impact of diverse learners on teaching and learning.
They found that students in grades 1, 3, and 5 who were exposed to meaning - oriented
reading instruction performed 5.6 national curve equivalents (NCEs) higher, and students in grades 2, 4, and 6, 1.4 NCEs higher, at the end of the school year than students in classrooms with
skills - oriented approaches to
reading instruction.
At the same time, the research community expressed concern about the
skills - based conceptualizations that were guiding assessment and
instruction in
reading (see Curtis & Glaser, 1983; Guthrie & Kirsch, 1984; Linn, 1986); they were less concerned with writing because, as we noted previously, writing process and direct assessment of writing had gained popularity in the 1970s.
Immediately after the assessment, students who qualify for
instruction are automatically transitioned into powerful online
reading lessons, addressing only the
skills that each one requires.
Study Island begins
instruction at each grade level with a diagnostic test that assesses students» vocabulary
skills and ability to
read and understand literary and informational texts.
During literacy rotation, each of the groups received concentrated direct
instruction on specific
reading skills.
Estimating where each child is in terms of the acquisition of speaking, listening,
reading, and writing
skills is critical in order to provide developmentally appropriate
instruction to all children in this wide range.
Join Marisa Russo's presentation, Differentiate
Instruction in Foundational
Reading Skills and Accelerate Student Achievement, sponsored by Achieve3000!