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

Key vocabulary
• Balanced comprehension instruction: For these authors, “both
explicit instruction in specific comprehension strategies and a
great deal of time and opportunity for actual reading, writing,
and discussion of text” (p. 207)
• Comprehension routines: An “integrated set of practices that
could be applied regularly to one text after another, and in
the process, provide students with two benefits: (1) better
understanding of the texts to which the routines are applied,
and (2) the development of an infrastructure of processes that
will benefit encounters with future text” (p. 225)
Materials
For each participant:
✓ Chapter 10 of What Research Has to Say About Reading Instruction
✓ Learning log
For you:
✓ Chart paper and markers
✓ Charting the Strategies form (one copy for each small group; see
Appendix)
Session Activities
Initiating learning
Conduct a Think-Pair-Share (see session 4).
1. Participants should think about the tools and strategies used by
effective readers.
2. Next, they should discuss their ideas with an elbow partner.
3. Finally, during a group share, you should record reflections
on the following: Duke and Pearson state, “As it should be,
much work on the process of reading comprehension has been
grounded in studies of good readers” (p. 205). What practices
do effective readers demonstrate when they read?
Interactive group design
1. In table groups, participants investigate the six “effective
individual comprehension strategies” presented on pages 212
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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