The company also declined to comment. The main point of disagreement concerns these predictable texts and the teaching methods that align to them. For Williams, the Reading Recovery teacher leader in Ohio, predictable text can be a useful orienting tool when children are still learning how print works. The repetitive sentence structure demonstrates that words have consistent meaning, and the frequent pictures provide a context to link to the words, he said.
But other experts say using predictable text this way teaches young children the wrong understanding of how the English language works. Instead, they decode the letter-sound correspondences. After several exposures, the word becomes recognizable on sight, through a process called orthographic mapping. Of course, a picture of a hippopotamus can convey useful information. It could help a child understand what the animal looks like, or what it might do in the wild.
Both have daily sections for letter and word work. But basing instruction around individual student errors—rather than progressing through a systematic structure—can leave some gaps, said Kristen Koeller, the educator outreach manager at Decoding Dyslexia California, who used to be a Reading Recovery teacher.
Phonics does happen in Reading Recovery lessons, she said. LLI does include a scope and sequence for phonemic awareness and phonics instruction. Kindergartners and 1st graders in the treatment group did better than the control group on some subtests, but 2nd graders saw no difference. Reading Recovery, by contrast, has a much stronger evidence base for effectiveness. But even that study has invited controversy.
Psychologists James W. Chapman and William E. Tunmer published a critique of the evaluation , arguing that many of the lowest-achieving students were excluded from the program, potentially inflating success rates.
The executive director of the Reading Recovery Council of North America did not respond to requests for comment. Three core instructional programs also made the top five most popular list among teachers, according to the Education Week survey: The Units of Study for Teaching Reading, by Heinemann, and Journeys and Into Reading, both by Houghton Mifflin Harcourt.
What is the life that a good reader leads? Calkins declined an interview for this story through her publisher, Heinemann. The company also declined to comment on the program itself. Units of Study instills these reading habits in children, and teaches them that reading is something to value, said Susan Chambre, an assistant professor of education at Marist College in Poughkeepsie, N.
It also introduces a variety of genres and gives students choice in what they read. But Chambre struggled with Units of Study when she used it as a kindergarten teacher in an inclusion classroom. Chambre would watch children mumble through sentences, making up words by looking at the pictures. Still, marketing materials for the units imply that the company believes phonics should not play a central role in the classroom. According to HMH, more than 6. Both programs include an explicit, systematic program in phonemic awareness and phonics.
In an emailed statement to Education Week, a representative for HMH wrote that the company suggests teachers follow this sequence, as phonics skills build cumulatively.
Decodable texts are available for purchase. Because these programs are meant to be comprehensive, they include lessons and resources for teaching other foundational skills—like writing letters, spelling, and fluency—as well as explicit vocabulary instruction, anchor texts and student texts, writing instruction, and comprehension instruction. Seidenberg, who has reviewed the Journeys materials but not Into Reading, said that the amount of materials, lessons, and instructional choices in the program was overwhelming.
The school is no longer using the program. Journeys includes six teacher manuals for its 1st grade program alone, Seidenberg said. But there are good and bad parts to most commercial materials, she said. Taking a hard look at curriculum is important—but more important is making sure teachers have the training they need to evaluate practices themselves, said Beverine-Curry, of The Reading League.
This story was produced with support from the Education Writers Association Reporting Fellowship program. All Topics. About Us. Group Subscriptions. Recruitment Advertising. Events and Webinars. Leaders to Learn From. Current Issue. Special Reports. EdWeek Research Center. EdWeek Top School Jobs. EdWeek Market Brief. Menu Search. Sign In Subscribe. Special Report. Reset Search. By Sarah Schwartz — December 03, 15 min read. Share article Remove Save to favorites Save to favorites.
Search box. Stay Up-to-Date:. Toggle navigation. Research References Delacruz, S. Using Nearpod in elementary guided reading groups. TechTrends, 58 5 , Groups of students in a fourth grade classroom used this application. The students and the teacher were interviewed to determine the benefits and challenges of this approach. An analysis of data revealed that all of the students found this type of guided reading to be beneficial and motivating in learning the content presented through the application.
Students also explained how they could transfer the knowledge gained into their independent work. The teacher discussed how its improved organization in a guided reading group, but how careful consideration and planning must be done to ensure the technology will work properly during guided reading.
It is recommended that the Nearpod application be used in guided reading lessons because of its user-friendliness, ability to engage students, and monitor their progress. Although a substantive body of empirical work exists specific to the reading motivation of older children, researchers have paid less attention to younger readers.
Given that children's perceptions of school experiences shape motivation, and motivation impacts achievement, it is imperative that experts address this gap. This qualitative case study probed 3 primary-age boys' perceptions of the benefits and costs associated with involvement in a school-sponsored camp guided reading intervention.
I considered students' perceptions alongside adult reports of behavioral engagement to infer how the intervention influenced each camper's developing reading motivation.
Despite sharing perceived benefits of involvement in the intervention, 2 boys indicated that the cost of boredom due to teacher-selected texts would heavily influence their future decisions to participate in similar activities. Findings suggest that educators and researchers should sincerely consider students' perceived benefits and costs of program involvement when designing and modifying reading interventions.
Foundational skills to support reading for understanding in kindergarten through 3rd grade. Educator's Practice Guide. NCEE This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides offer recommendations for preparing students to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices that can be implemented after students have mastered early reading skills.
This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use.
The guide includes many examples in each recommendation to demonstrate the concepts discussed. This guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. Teachers can use the guide when planning instruction to support the development of foundational reading skills among students in grades K-3 and in diverse contexts.
Professional-development providers, program developers, and researchers can also use this guide. Professional-development providers can use the guide to implement evidence-based instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities.
Program developers can use the guide to create more effective early-reading curricula and interventions. Finally, researchers may find opportunities to test the effectiveness of various approaches to foundational reading education and explore gaps or variations in the reading-instruction literature.
Guided reading in first- fourth grade: Theory to practice. Texas Journal of Literacy Education, 2 2 , A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through this partnership.
Analysis of qualitative and quantitative data revealed the positive outcomes were twofold. Elementary students participating in the reading clinic achieved progress on two different reading assessments, and university students benefited from the training provided by the district literacy specialists, guidance by the university professors, and the real-world application of best practices in guided reading instruction.
REL a. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades.
Professional Learning Communities PLCs are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide.
The materials include a facilitator's guide, participant activities, and YouTube videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions.
It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities.
Key Reading Recovery strategies to support classroom guided reading instruction. The Reading Teacher, 69 6 ,
0コメント