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

• To identify research-validated planning and instructional
practices for preparing students to meet the requirements of
reading assessments
Guiding questions
• How can a teacher allocate time to the essential phases of test
preparation (format practice, strategy instruction, and integrated
curriculum for engaged reading)?
• What are the potential hazards of high-stakes test preparation
in classrooms and schools?
• What are research-validated components of instruction for
preparing students to take high-stakes reading tests?
Key vocabulary
• High-stakes tests: Tests or testing programs that are “used to
make important decisions about individual students, teachers,
or schools” (p. 370)
• Performance-oriented teacher: One who is concerned with
“test scores, student achievement and external evaluations” (in
contrast to a “learning-oriented teacher”; p. 386)
• Self-efficacy: An individual’s belief in his or her capacity to
produce designated levels of performance and thereby to exercise
influence over events; a component of intrinsic motivation
Materials
For each participant:
✓ Chapter 16 of What Research Has to Say About Reading Instruction
✓ Learning log
For you:
✓ Chart paper and markers
Session Activities
Initiating learning
As described in session 9, the Anticipation/Reaction Guide helps
learners activate background knowledge and determine the accuracy
and validity of their understanding about a topic.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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