Abstract Readinginstruction in America is constantly changing. From the early use of phonics based hornbooks and spellers to the more recent use of "look and say" readers, the materials that teachers use for readinginstruction is also changing. This paper outlines different reading philosophies and describes the materials used to teach under those philosophies. It also gives a personal account of first grade readinginstruction.
Outline:
Abstract
American ReadingInstruction Until the 1950's
The Great Debate
First Grade ReadingInstruction
From the Paper "Despite all of this research the whole language method remained the most popular method of reading instruction. In 1982 a study of 1609 professors of reading in 300 graduate schools found that professors of reading still considered proponents of the whole language method to have written the most worthy "classic" studies in reading(Illiteracy: An Incurable Disease). Similarly, San Diego State University Professor Patrick Groff found text used in educating reading teachers advocated the whole language method. Of the 43 texts he used, only nine stated a debate between whole language and phonics instruction even existed(Illiteracy: An Incurable Disease). "
Abstract Teachers must thoughtfully reconsider how readinginstruction is reorganized to rekindle a sense of joy and ownership. Recent evidence seems to point to at least two major concerns, which should be taken into account when reorganizing for effective readinginstruction. The first concern is the lack of time spent reading. The second concern is the use of worksheets to manage the classroom. This paper provides a step-by-step analysis of a new reading strategy, which was implemented to counter these two problems and is called 'The Reading Workshop'. The paper covers the theories of educationalists N. Atwell and K. Swift, as well as other experts in the field.
From the Paper "Atwell (1998) introduced the concept of Reading Workshop as variation of what used to be the Individual Reading Program. She did not use basal readers or a literature series. Reading Workshop allowed her students to choose the books they wanted to read, gave them time to read in class, and required them to share their thoughts about books in dialogue journals. Atwell found that her students read more and enjoyed more of what they were reading."
Abstract This paper explains the main criticisms of ability grouping practices, which refer to reading groups created by the teacher according to the size of the class, students' reading aptitudes, or the distribution of reading aptitudes within the class, are that such practices do not accomplish anything of benefit to students and that they fosters unequal opportunities for academic achievement among different groups of students. The author relates that the goal of guided reading is for instructors to provide an environment that will assist students in their progression toward independent, silent reading by fostering positive attitudes toward reading in students and by aiding students in the development of strategies to extract meaning from reading and to understand the reading process. The paper concludes that an approach that combines grouping strategies with guided reading practices may prove to be the most beneficial option for readinginstruction.
Table of Contents
Ability Grouping
Guided Reading A Combined Approach
Conclusion
From the Paper "The Four Blocks approach used guided reading as a crucial component to its instructional strategy. Guided reading was known as the basal block, because the basal reader drove instruction at this level. There are several purposes of this block, including exposing children to a wide range of reading material, teaching strategies for comprehension and challenging children by providing increasingly more difficult reading material. Guided reading provides a base for the following blocks. However, it is difficult to target guided reading practices to students that represent various literacy levels, and inevitably some students are struggling while others are not challenged enough."
The paper discusses how repeated readinginstruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
Abstract The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper "Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
Abstract The paper outlines the 'applied behavior analysis' (ABA) approach and the 'treatment and education of autistic and related communication-handicapped children' (TEEACH) approach to teaching and discusses three suggested approaches to readinginstruction; bottom-up, top-down and eclectic where there is a mix of bottom-up and top-down modes. The paper examines the literature that shows how students with autism require a reading program that is structured, but flexible because all children with autism seem to express different needs and learning styles. The paper then reveals that the eclectic approach is best, because an autistic student requires several methodologies to obtain the appropriate education.
From the Paper "When teaching a beginning autistic reader, especially as late as the secondary level, it is necessary to determine the learning methodology that will be best for teaching the required skills. This decision will be based on two different factors: First, students with autism have varying degrees of difficulty with communication, from severe (little to no interaction) to mild (the ability to receive information and provide a response or feedback). In order to teach reading to such a student, it is necessary that there appears to be an interest in labels, letters and words, as well as enough ability and skill level to look at these materials. Once a student recognizes that groups of letters form words that have meaning, and groups of words form sentences that have meaning, it is possible to move to beginning reading material. (Porco, 1989, p. 4)."
Abstract This paper discusses how readinginstruction in first, third and fifth grade varies greatly. The author explains that in first grade the focus of readinginstruction is phonemic awareness, phonics and comprehension. Students work in pairs or small groups and are allowed to move about the classroom. In third grade the focus of readinginstruction is fluency instruction, vocabulary acquisition and comprehension. Students work in pairs or independently around the classroom or at their seats. In fifth grade the focus of readinginstruction is vocabulary acquisition and comprehension. Students primarily work independently at their seats on portable literacy workstation activities. Teacher-led small groups are incorporated at every level to teach new skills.
Outline:
Abstract
First Grade
Teaching the Elements of Reading Classroom Observation
Third Grade
Teaching the Elements of Reading Classroom Observation
Fifth Grade
Teaching the Elements of Reading Classroom Observation
From the Paper "Some examples of literacy workstations in a first grade classroom are the listening workstation, the word work workstation and the drama workstation. Phonemic awareness could be reinforced in the listening workstation with a phoneme segmentation activity. Children could sort pictures by the number of phonemes they hear in each word. Phonics could be taught in the word work workstation with a blending activity. Children could be given workmats with three blank spaces on them. They could make a CVC pattern with magnetic letters and then read their word. If it is a real word they can write it down in their word journal."
Abstract The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
Abstract This paper consists of four sections. The paper explores the historical contexts of four themes of literacy acquisition and reviews the history of readinginstruction. An objective analysis is made of how growth and development of the industrial sector triggered governments to set up formal schools and curriculum. The paper also discusses several reasons underlying the lackluster performance of students in reading and writing. The paper relates the five core essentials of a reading program and examines the successful impact of the Voyager Literacy program by presenting several recent empirical research studies. Finally, the paper looks at the attitudes and motivations of students towards reading, revealing the shortcomings of the present education system.
Outline:
Introduction
Section I: Theoretical Models of Literacy acquisition
Section II. Brief History of ReadingInstruction Section III: The Five Core Essentials of the Reading Program
Word Study
Vocabulary
Fluency
Comprehension
Section IV: The Impact of the Voyager Program
Section V: Student Reading Attitudes
From the Paper "The hunger to understand the environment and the results of education and its style of teaching has burst out over the last century. This outburst is now looking beyond the recurrent affairs about why the majority of the populace in certain regions can't, read or in certain cases, write. The ability to read and write has in the preceding years of study been established as vital components of areas that encompass polyglotics, ethnic surveys, as well as, psychology (Stephen, 2005)."
Abstract The paper examines the relationship of teacher preparedness, teacher beliefs (i.e., philosophy, instructional approaches and curricula) and the availability of remedial reading services on adequate yearly progress (AYP) in reading in New Hampshire public schools. It discusses the history of the No Child Left Behind Act and the definition of 'highly qualified' when it comes to teaching. It then examines the concept of adequate yearly progress and the issue of third-grade readers and phonetic ability.
Table of Contents:
Review of Related Literature
Introduction
Highly-Qualified Teachers
No Child Left Behind and Adequate Yearly Progress
Teacher Retention
Language Literacy
The Importance of Learning to Read Reading Assessment
Remedial Education and Cooperative Learning
From the Paper "The first way is to ensure that each group member is responsible not for everything that the group does but for a specific and unique part of the group task (Courtney, Courtney, & Nicholson, 1994). The second way is for students to be completely and individually responsible for their own learning (Courtney, Courtney, & Nicholson, 1994). When either one of these things are done, it ensures that each student does an adequate amount of work because he or she must perform a specific task in order to be graded fairly (Courtney, Courtney, & Nicholson, 1994)."
"Students who do not perform this specific task will bring down the grade of the entire group but it is quite likely that the group itself will work with this individual and not allow one person to pull down the grade of others who are working hard to ensure that they learn all that they can and that their grades reflect this new learning (Courtney, Courtney, & Nicholson, 1994). One study that looked at group grades within the higher education spectrum indicated that there were many reasons that these students felt cooperative learning was a good idea (Courtney, Courtney, & Nicholson, 1994)."
A research proposal exploring whether the "Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers" (BWIP) strategy enhances a student's reading achievement.
Abstract The paper relates that the purpose of this study is to determine if systematic phonics instruction is effective in teaching inner-city African-American eighth graders how to achieve functional literacy at an age appropriate level. The paper's study focuses on the reading program developed by I.W. Gaskins, "Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers" (BWIP). Using Tyler's objectives-based evaluation methodology, the research effort evaluates the effective use and success of the readinginstruction using the BWIP method among a student population within a middle school.
Outline:
Abstract
Introduction
Introduction of Project
Statement of the Problem
Purpose of the Study
Rationale of the Study
Statement of the Hypothesis and Research Questions
Proposed Methodology
Summary
From the Paper "According to the Georgia Public Education Report Card for the academic year 2002-2003, the school targeted in the current research case study ranked below 58% passing for the reading comprehension scores. Teachers and administrators continue to seek ways to improve student learning and increase test scores. In addition to the basal reading series, schools in the district make a variety of reading programs available to their students. The effectiveness of the program titled Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers, that uses systematic phonics in reading comprehension and word analysis was the program selected for use of the 2003-2004 school year, and is the program that will be monitored for its effectiveness in this applied dissertation."
Abstract This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper "There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
Tags:reading, comprehension, teaching, understanding, phonetical, motivation, practice
PhD dissertation regarding the current information accessible to the staff and the third grade students at Wilson School in the Chicago Heights that may be used to increase reading scores.
Abstract This study focuses on the types of instruments, data, and instructional strategies that are available to raise the students' scores in reading to a more appropriate and acceptable level as set out by the state of Illinois and the standardized testing that they require of all students.
From the Paper "The variety of property values and appearance of those properties across the community is evidence of the varied and dramatic range in the socioeconomic status and stability in the lives of the city's residents. The lives and learning of the school's students are impacted by the circumstances in which they live and the conditions of their families."
Abstract This paper explains that the components of direct instruction include explicit step-by-step teaching procedures, student mastery, immediate feedback, practice and gradual withdrawal from teacher direction. The author points out that cooperative learning is a diverse group of instructional methods in which small groups of students, usually grouped so higher-achieving group members can assist students who are having academic difficulty, work together and aid each other in completing academic tasks. The paper relates that, although there have been issues of research flaws, in general, cooperative learning overwhelmingly has been found to be effective and generally accepted as a viable approach; whereas, direct instruction has received criticism for its ineffectiveness in the classroom and even has been deemed to be harmful to all children. Table of Contents Introduction Direct Instruction Direct Instruction Strategies Cooperative Learning Cooperative Learning Strategies Comparison/Contrast
From the Paper "Scholars have also focused on processes within cooperative learning groups that seem to be related to academic success. Webb (e.g., 1982, 1983, 1985) conducted a series of influential studies that examined relationships between aspects of peer interaction and achievement. Webb's (1989, 1991) reviews of these and similar studies indicated that giving explanations was positively associated with achievement. However, the effect of receiving help varied. "Receiving explanations is sometimes helpful, receiving information has mixed effects (or no effect), and receiving only the answer is harmful." Receiving a lower level of help than is requested is also harmful. Johnson and Johnson (1985) concluded from a meta-analysis of their studies that the process of elaborative rehearsal of the material, support from team members, and "constructive controversy" among students increase the achievement benefits of cooperative learning. "
Abstract In this article, the writer notes that research findings have demonstrated that best practices exist in the instruction of students diagnosed with learning disabilities in reading. This work identifies and reviews those best practices in what is a synthesis of the findings in this area of study.
Outline:
Objective
Significance of Study
Methodology
Introduction
Literature Review
Findings
Bibliography
From the Paper "Stated as best practice for instructional guidelines are the following:
(1) Before reading: (a) use explicit instruction to preteach unfamiliar important words from the text; (2) have students use mapping techniques, such as Semantic Mapping, to help them think about new word meanings; (c) help students relate new vocabulary to their prior knowledge and experiences.
(2) During reading: (a) have student add new words and concepts to their maps; (b) use content-area word walls as a resource; (c) teach students to use word parts such as prefixes and suffixes to read new words; (d) teach students how to use the context of expository text to figure out word meanings; and (e) expand on word meanings that were defined in the textbook to ensure students' understanding of the new words."
Abstract This paper is an addition to an extended paper regarding the current literature of instructional leadership. The paper beings by explaining definitions and the concept of instructional leadership, examines the current leadership and has a conclusion. This new addition added insights and introductory and conclusion materials. The paper also added transitions to make the reading of this smoother.
From the Paper "Instructional leadership is a concept which incorporates a 'top-down' mentality into the climate of the school. While this phrase is typically used for teaching, it is also effective here to illustrate the relationship a principal can (or by contrast, does not) build throughout the entire school community. This focus on instructional leadership is a relatively new concentration which, however, deserves its attention. It has always been known that a teacher carries an immense power over the learning atmosphere of his or her classroom. Similarly, a principal can thus inspire and motive the entire school to possess an attitude of life-long learning, which can, among other elements, build the academic achievement levels of the student body. Hence, this remains an apt area of recent study."
