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

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Session 4: Charting the Research in Chapter 3 (continued) Study Topic Key Research Findings Paratore, J.R. (1994). Parents and children sharing literacy. In D.F. Lancy (Ed.), Children’s emergent literacy: From research to practice (pp. 193–216). Westport, CT: Praegar. Paratore, J.R. (2000). Opening doors, opening opportunities: Family literacy in an urban community. Boston: Allyn & Bacon. Madrigal, P., Cubillas, C., Yaden, D.B., Tam, A., & Brassell, D. (1999). Creating a book loan program for inner-city Latino families (Report No. 2-003). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Shockley, B., Michalove, B., & Allen, J. (1995). Engaging families: Connecting home and school literacy communities. Portsmouth, NH: Heinemann. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 58
Session 5: Semantic Feature Analysis Name __________________________________________________________ Date ___________________________________________________________ Text ___________________________________________________________ (Check one) ☐ Examples ☐ Categories ☐ Vocabulary words ☐ Phrases ☐ Concepts Characteristics, Properties, Features, Elements 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. 59
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 and 54: the passages from the chapter that
Page 55 and 56: Appendix: Additional Resources Repr
Page 57 and 58: Session 3: Conditions of Learning C
Page 59: Session 4: Charting the Research in
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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