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

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Session 12: Approach to Comprehension Instruction Cards Teacher explains specific strategies Teacher models the reasoning associated with the use of the strategy Involves the systematic practice of new skills Teacher-scaffolded support (teacher gradually withdraws the amount offered to students) Explanation of strategy conducted primarily by the teacher Focus on teachers’ ability to explain the reasoning and mental processes involved in successful reading comprehension Requires intensive teacher training Instruction is collaborative in nature with learning designed to occur through interactions Instruction is explicit in nature Teacher helps students view reading as a problem-solving task that necessitates the use of strategic thinking Involves much student discussion Generates high levels of student involvement and engagement during reading An interactive exchange between learners From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 66
Session 15: Carousel Brainstorming on New Literacies What are the new literacies? How can teachers support new literacies while enhancing the traditional elements of literacy and literacy instruction? (refer to text pp. 313–314) From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 67
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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:
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should examine these conditions in
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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
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Page 25 and 26: SESSION 8 The Place of Word Conscio
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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
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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 and 64: Session 7: Charting the Research in
Page 65 and 66: Session 10: Double-Entry Reflection
Page 67: Session 12: Double-Entry Reflection
Page 71 and 72: 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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