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

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student body has changed in recent years or remained the same over time. What are the implications of your findings? 2. Identify the programs or initiatives in place at your school that support the literacy learning of students of diverse backgrounds. Interview the principal, another administrator, a curriculum specialist, or a resource teacher to learn more about these programs. Analyze the possible strengths and weaknesses of these programs and initiatives in light of the ideas presented in this chapter. Finally, group members should reflect on their professional learning during this book study and be prepared to suggest some next steps at the final group meeting. SESSION 19 Wrapping Up, Moving Forward The essential question at this point is, Where do we go from here? Your next steps will be determined by the original goal of your group: Why did you embark on this study in the first place? Some ideas for follow-up tasks and ways to share your group’s outcomes include • Examine additional professional literature related to the topics covered in the book (see Appendix for recommended readings). • Conduct an action research project on one of the book’s topics. • Engage in observation or coaching cycles with colleagues to further the implementation of practices learned during study group (consult with your reading specialist or literacy coach for advice and recommendations). • Produce a podcast that summarizes your learning and implications for teaching practice at your school—and share it with your district officials or school board members. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 52
Appendix: Additional Resources Reproducible Forms Session 3: Conditions of Learning Chart ..............................55 Session 3: Conditions of Learning Cards ..............................56 Session 4: Charting the Research in Chapter 3 ....................57 Session 5: Semantic Feature Analysis ...................................59 Session 6: Phonics Activity Checklist ....................................60 Session 7: Charting the Research in Chapter 6 .................... 61 Session 8: List/Group/Label Graphic Organizer ...................62 Session 10: Double-Entry Reflection Form ..........................63 Session 11: Charting the Strategies ......................................64 Session 12: Double-Entry Reflection Form ...........................65 Session 12: Approach to Comprehension Instruction Cards .....................................................................................66 Session 15: Carousel Brainstorming on New Literacies ...............................................................................67 Session 18: Carousel Brainstorming on Diversity .................72 Session Handouts Coming Up: Get Ready for Session 1 ...................................77 Coming Up: Get Ready for Session 2 ...................................78 Coming Up: Get Ready for Session 3 ...................................79 Coming Up: Get Ready for Session 4 ...................................80 Coming Up: Get Ready for Session 5 ...................................81 Coming Up: Get Ready for Session 6 ...................................82 Coming Up: Get Ready for Session 7 ...................................83 From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 53
Page 1 and 2:
What Research Has to Say About Read
Page 3 and 4: Welcome to Study Groups! This resou
Page 5 and 6: Clarify Roles and Responsibilities
Page 7 and 8: in the preceding week (see the desc
Page 9 and 10: Working Your Way Through What Resea
Page 11 and 12: • Instructional decision-making:
Page 13 and 14: should examine these conditions in
Page 15 and 16: Learning logs: Reflection and appli
Page 17 and 18: ✓ Charting the Research form (see
Page 19 and 20: • How can we apply research-valid
Page 21 and 22: skills. It’s important to realize
Page 23 and 24: • Reflect on aligning and incorpo
Page 25 and 26: SESSION 8 The Place of Word Conscio
Page 27 and 28: among your students with very littl
Page 29 and 30: (Note: Statement 1 is false accordi
Page 31 and 32: ✓ IRA’s position statement Supp
Page 33 and 34: Key vocabulary • Balanced compreh
Page 35 and 36: • To identify research-validated
Page 37 and 38: Card Assignment Key Direct Explanat
Page 39 and 40: Materials For each participant: ✓
Page 41 and 42: SESSION 14 Metacognition and Self-R
Page 43 and 44: 4. The participant who initiated di
Page 45 and 46: Session Activities Initiating learn
Page 47 and 48: Key vocabulary • Readability form
Page 49 and 50: • To identify research-validated
Page 51 and 52: Conclude with a whole-group discuss
Page 53: the passages from the chapter that
Page 57 and 58: Session 3: Conditions of Learning C
Page 59 and 60: Session 4: Charting the Research in
Page 61 and 62: Session 5: Semantic Feature Analysi
Page 63 and 64: Session 7: Charting the Research in
Page 65 and 66: Session 10: Double-Entry Reflection
Page 67 and 68: Session 12: Double-Entry Reflection
Page 69 and 70: Session 15: Carousel Brainstorming
Page 79 and 80: Coming Up: Get Ready for Session 1
Page 99 and 100: Session 5 Allington, R.L. (2006). C
Page 101 and 102: Kelley, M.J., & Clausen-Grace, N. (
Page 103 and 104: About the Editors and Authors Alan
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