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

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Session 8: List/Group/Label Graphic Organizer New Definition or Word Usage Example Example Example What it is like? What it is like? What is it? What is it NOT? Word 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. 62
Session 10: Double-Entry Reflection Form Quotation “The responsibility for teaching reading is a shared one, belonging to all teachers in all subjects” (p. 187). My Thoughts Before Discussion My Thoughts After Discussion “With good instruction, ample time, and opportunity to read across a variety of types of texts, young adolescents can become successful readers both in and out of the school setting” (Supporting Young Adolescents’ Literacy Learning, IRA, 2002). From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 63
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What Research Has to Say About Read
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Welcome to Study Groups! This resou
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Clarify Roles and Responsibilities
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in the preceding week (see the desc
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Working Your Way Through What Resea
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• 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 and 60: Session 4: Charting the Research in
Page 61 and 62: Session 5: Semantic Feature Analysi
Page 63: Session 7: Charting the Research in
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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What Research Has to Say About Reading Instruction - International ...

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