What Research Has to Say About Reading Instruction - International ...

2. Partner A should speak for one minute on the topic of “the
concept of prevention and intervention in today’s classrooms.”
Partner B should encourage Partner A through active listening.
3. Partners A and B reverse roles.
Interactive group design
Working in teams of three to five, group members should complete
the Semantic Feature Analysis Matrix on the various intervention
programs identified in the chapter, referring also to their background
reading on RTI.
To complete the matrix, participants
1. Discuss the properties, features, or characteristics of the topic
and list them horizontally across the top row
2. Discuss the chapter and any supplemental texts
3. Write a plus () or minus () symbol in each box to indicate
the presence or absence of a particular feature
4. Explain their findings, share common features, and identify
terms or features that they are still questioning
Learning logs: Reflection and application
Have participants revisit the guiding questions and reflect on them
with reference to their learning from the chapter, supplementary
readings, and this session.
Extended Learning
Participants should consider the first Question for Discussion (p. 83)
and be prepared to discuss it at the opening of the next session: What
are some of the factors that have caused educators to rely less heavily on
remediation programs to emphasize prevention and intervention? How
does this shift correspond with your personal experience as a teacher?
SESSION 6
What We Know About How to Teach
Phonics (Chapter 5)
Beginning readers need phonetic awareness and abilities in sequential
decoding, and they should be afforded opportunities to apply phonics
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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