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

Session 3: Conditions of Learning Chart
Condition Description Comprehensive Literacy
Classroom
Immersion To be exposed to an
environment rich in
spoken and written
language
• Provide multiple
opportunities for reading
and writing using a wide
variety of materials
• All literacy approaches
Demonstration
Expectation
Engagement
Use
Approximations
Response
Responsibility
To observe models of
proficient, strategic
reading and writing
To believe that
literacy strategies and
skills can and will be
acquired
To want to try
authentic reading and
writing strategies and
techniques; confident
with support
To apply authentic
reading and writing
throughout daily life
To be free to explore
and make attempts
at what proficient,
strategic readers and
writers can do
To receive feedback
on attempts to read
and write strategically
To be able to
make choices and
decisions; engaged
rather than observing
• Model explicit, deliberate,
and meaningful initial
instruction
• Read-aloud and modeled
writing
• Identify expectations that
are reasonable, conveyed
to all involved, and posted;
procedures listed
• Informal and formal
assessments
• Interact in experiences
of successful readers and
writers
• Shared literacy
• Integrate with other
content areas
• Guided and independent
literacy
• Promote risk taking and
support instruction at the
learner’s need level
• Guided literacy
• Give specific, timely, and
relevant feedback
• Conferences, small groups,
journal responses
• Provide opportunities to
make choices through
centers, logs, and stations
From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.),
© 2009 International Reading Association. Reprinted from Creating Strategic Readers: Techniques for Developing
Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (2nd ed.) by Valerie Ellery,
© 2009 International Reading Association.
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