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

(Note: Statement 1 is false according to p. 167, which refers to proper
expression rather than proper meaning; statement 2 is true according
to p. 169; statement 3 is also true, according to p. 173.)
Interactive group design
1. Ask participants to form small groups of three to five members.
2. Assign each group one of the fluency strategies.
3. Each group should read the strategy, reflect on the teacher
talk and techniques that support the strategy, and review the
strategy to determine how it contributes to increased fluency as
described by Jay Samuels in his chapter.
4. Each small group then selects a spokesperson to present the
strategy and a full rationale for it to the whole group.
Learning logs: Reflection and application
Have participants think about professions that require a high degree
of training. In their learning logs, they should write about how people
in that profession are able to perform successfully, and how they
developed the required skills. Then, they should create an analogy
using their “highly trained person” and a proficient reader.
Extended Learning
Encourage participants to select another fluency technique to read,
reflect on, review, and then apply in their classrooms. At the next
session, they should report on the results.
SESSION 10
Making a Difference in Adolescents’ School
Lives: Visible and Invisible Aspects of Content
Area Reading (Chapter 9)
Teachers across subject areas share the responsibility of ensuring
that students receive high-quality, appropriate reading instruction
throughout the school years. In outlining thinking about content area
literacy and providing a detailed review of research and strategies
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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