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

to improve teaching and learning for these students, focusing on
motivation, struggling readers, second-language learners, cultural
responsiveness, and assessment.
Framing the Session
Desired outcomes
• To reflect on and analyze how educators can improve the
reading achievement of students of diverse backgrounds
• To investigate research-based approaches for improving the
reading performance of students of diverse backgrounds within
a constructivist framework
Guiding questions
• How might a teacher win all his or her students over to
schooling and reading?
• What are some things teachers can do to help English learners
with reading and writing?
• Why do you think efforts to raise standardized test scores rarely
have a positive effect on students’ learning to read?
Key vocabulary
• Cultural responsiveness: Refers to teaching that reflects the values
and standards for behavior of students’ home cultures
Materials
For each participant:
✓ Chapter 17 of What Research Has to Say About Reading Instruction
✓ Learning log
For you:
✓ Carousel Brainstorming on Diversity recording sheets (see
Appendix)
Session Activities
Initiating learning
Ask participants to note what they think is the meaning in this
chapter of the words diverse, artifacts, and responsive. Then, read aloud
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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