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

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Session 18: Carousel Brainstorming on Diversity What forms of assessment can provide multiple indicators of students’ progress in reading and offer implications for improving instruction? From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 76
Coming Up: Get Ready for Session 1 At our first session, we’ll talk about what we want to accomplish in the study group over the next few weeks. To get ready, think about • Why are you participating in the group? What are your personal goals? • How will we connect this work with our individual professional development plans? • How will this work correlate with the school’s continuous improvement plan? • How will we connect our learning with improved outcomes for students? • What data might we need to gather now? Along the way? • What are the connections between our group study and current policy and legislation (NCLB, RTI, etc.)? • How will we share our learning? Most important, we need to have a goal: What do you want to know and be able to do as a result of this study? You might also want to familiarize yourself in general terms with the book we’ll be studying. What Research Has to Say About Reading Instruction, now in its third edition, has been a popular resource in teacher education and professional development for many years. The editors are Alan Farstrup, past executive director of the International Reading Association (which is also the publisher of the book), and S. Jay Samuels, a professor at the University of Minnesota. The book consists of 17 chapters on critical issues in reading education, each written by an expert or team of experts on the individual topics. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 77
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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
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✓ Charting the Research form (see
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• How can we apply research-valid
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skills. It’s important to realize
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• Reflect on aligning and incorpo
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SESSION 8 The Place of Word Conscio
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Page 77: Session 18: Carousel Brainstorming
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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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