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

Write the following statements on a piece of chart paper:
1. Research suggests that teachers often adapt to the high-stakes
tests in use in their schools, and this adaptation often means
narrowing the curriculum and restricting teaching to specific
test-like activities.
2. Research shows that some format practice is beneficial, but
excessive format practice may jeopardize test success.
3. The strongest predictor of achievement on standardized tests
in grades 3 to 6 is student motivation and application of
meaningful reading activities.
Have each participant read and respond to each statement. Then,
as a group, discuss each statement and reach consensus on whether
you think it is true or false, marking each with a ✓ or ✘. Revisit the
chapter text to confirm or refute the group’s decision.
(Note: Statement 1 is true, according to p. 373; Guthrie asserts
that this adaptation often results in the trivialization of the reading
process. Statement 2 is also true, according to p. 377. Statement 3 is
false; on p. 382, Guthrie demonstrates that the strongest predictor is
the amount of reading.)
Interactive group design
The Read and Say technique provides readers with opportunities to
construct meaning and monitor their understanding. It is a clear,
simple method for making connections to text, especially when the
material is complex.
1. Ask participants to form table groups of three or four.
2. One member of each table group volunteers to begin by reading
aloud the first page or two of the “Preparing Students to Take
High-Stakes Reading Tests” section of the chapter (pp. 374–384).
3. The person immediately to the volunteer’s left asks a question
or makes a comment about this section. Any member of the
group can respond.
4. The person immediately to the right of the volunteer then reads
the next page or two aloud, and the process repeats until all
members have read and asked questions and the passage is
complete.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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