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

Conclude with a whole-group discussion and capture group
learning and applications on chart paper.
Learning logs: Reflection and application
Ask participants to reflect on whether their responses to the three
statements in the initiating activity are now different, given their new
learning. They should also consider the extent to which their own
classroom instruction makes use of research-validated practices for
preparing students for high-stakes testing. Have them respond in their
learning logs to the following question: How can a teacher allocate
time to the essential phases of test preparation (format practice,
strategy instruction, and integrated curriculum for engaged reading)?
Extended Learning
Ask participants to interview and discuss high-stakes assessment
with at least three teachers or administrators in their school or a
nearby school in the district. Refer them to the fourth of the chapter’s
Questions for Discussion: What are the different reactions of teachers,
students, administrators, and parents to the high-stakes testing in
your school or district? How can these reactions be used to improve
test preparation for success on high-stakes tests?
As the sessions begin to wind down, group members should
reflect on their professional learning during this book study. How will
they apply their learning in the classroom? How will they share their
learning with colleagues and administrators?
SESSION 18
Multicultural Factors and the Effective
Instruction of Students of Diverse
Backgrounds (Chapter 17)
Here, “students of diverse backgrounds” refers to those who differ
from the mainstream in terms of ethnicity, primary language, or
social class. These students may face challenges in acquiring high
levels of literacy, and they frequently perform less well on measures
of achievement. Kathryn Au reviews the research regarding ways
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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