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

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Materials For each participant: ✓ Chapter 6 of What Research Has to Say About Reading Instruction ✓ Charting the Research form (see Appendix) ✓ Learning log Session Activities Initiating learning Working in partners, group members explore the meaning of isolation, identity, categorization, blending, and segmenting in the context of a phonemic awareness instructional activity. Interactive group design In table groups, participants should explore targeted research studies presented in Chapter 6 and capture key findings on the Charting the Research graphic organizer. Learning logs: Reflection and application Ask participants to think about the research summarized in the Charting the Research organizer. Based on this research, how is phonemic awareness a means of enhancing children’s learning of the alphabetic system for use in their reading and writing? Participants should note ideas in their logs. Extended Learning In the coming week, participants should focus on the second of the chapter’s Questions for Discussion: Look at the lessons in your school’s adopted beginning reading program and identify the ones that purport to teach phonemic awareness. Determine what types of phonemic awareness are taught and whether print is incorporated into the instruction. Critique the lessons and their likely effectiveness based on your reading of this chapter. If found lacking, how might the instruction be strengthened? From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 22
SESSION 8 The Place of Word Consciousness in a Research- Based Vocabulary Program (Chapter 7) Acquisition of a rich vocabulary can facilitate students’ reading comprehension and lead to improved academic achievement and out-of-school success. Authors Michael Graves and Susan Watts- Taffe make a case for the importance of word consciousness—that is, awareness of and interest in words and their meanings—and provide numerous suggestions for teaching strategies to foster vocabulary growth with learners of all ages. Framing the Session Desired outcomes • To investigate the concept of word consciousness • To clarify the importance of word consciousness in vocabulary instruction • To identify research-validated approaches for developing word consciousness Guiding questions • What evidence can demonstrate that students are developing word consciousness? • How can teachers foster word consciousness in the classroom? Key vocabulary • Balanced instruction: For these authors, a program that balances cognitive and affective factors • Word consciousness: An “awareness of and interest in words and their meanings…[that] integrates metacognition about words and motivation for learning words” (p. 144) • Polysemy: Having multiple meanings Materials For each participant: ✓ Chapter 7 of What Research Has to Say About Reading Instruction ✓ Learning log From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 23
Page 1 and 2: What Research Has to Say About Read
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Session 18: Carousel Brainstorming
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Coming Up: Get Ready for Session 1
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Session 5 Allington, R.L. (2006). C
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Kelley, M.J., & Clausen-Grace, N. (
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About the Editors and Authors Alan
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