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

Materials
For each participant:
✓ Chapter 13 of What Research Has to Say About Reading Instruction
✓ Index cards
✓ Learning log
For you:
✓ Chart paper and markers
Session Activities
Initiating learning
Encourage participants to engage in a three-minute conversation with
a partner, reflecting on the following: As a reader, what strategies and
thinking processes do you use to assign meaning to difficult text?
Briefly share key ideas with the whole group.
Interactive group design
Use the Save the Last Word technique described for session 2.
1. Working individually, group members should review and
consider a section or sections of Chapter 13: “Strategy
Instruction Experiments in the 1970s and Early 1980s”
(pp. 298–300), “Strategies Instruction in the Late 1980s
and Early 1990s: Transactional Strategies Instruction”
and “Comparative Studies of Transactional Strategies
Instruction Versus Conventional Teaching” (pp. 300–302),
“Comprehension Instruction in Elementary Classrooms in the
1990s” (pp. 302–303), “Summing Up: Metacognition of Skilled
Readers and Skilled Reading Teachers” (pp. 304–306). Ensure
that each of the sections is covered by approximately the same
number of people.
2. Have participants record up to three key items of learning or
passages from the text that stand out and copy each on an
index card. On the back of the card, they should write why
they found this passage to be important.
3. Now, working in partners or small groups, participants should
read the passages they selected and invite comments from
others on this key learning.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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