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

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the learning process. Note also that What Research Has to Say About Reading Instruction itself includes questions and tasks at the end of each chapter, which your group may elect to do instead of or in addition to those suggested in this guide. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 6
Working Your Way Through What Research Has to Say About Reading Instruction: A Session-by-Session Guide The Initial Meeting SESSION 1 Your initial group meeting should focus on a discussion of the topics highlighted in the preceding “Welcome to Study Groups!” section of this guide. At this session, you should clarify the purpose of the group, explain the procedures and routines you’ll be following, agree on roles for participants, finalize your goals, and clarify how you will report to school administrators and whether participants can gain credit for PD points, clock hours, or other requirements for professional development activities in your school or district. You should review student data, your school’s improvement plan, and your state or district teaching and learning standards for reading, writing, and English language arts. You should also question participants to make sure they are familiar with critical policy-related documents that affect teaching and learning—for example, in the United States, the requirements of the No Child Left Behind Act and adequate yearly progress, the report of the National Reading Panel, and recommendations for Response to Intervention (RTI) included in the reauthorization of the Individuals With Disabilities Education Act. Finally, if your study group is large and members do not already know one another, you should spend a little time with ice-breaker activities. Ask participants to introduce themselves and share a little personal information so that the group atmosphere will quickly become relaxed and comfortable. You can then begin delving into the book in session 2. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 7
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: in the preceding week (see the desc
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
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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
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Page 41 and 42: SESSION 14 Metacognition and Self-R
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Page 45 and 46: Session Activities Initiating learn
Page 47 and 48: Key vocabulary • Readability form
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Page 51 and 52: Conclude with a whole-group discuss
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Session 4: Charting the Research in
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Session 5: Semantic Feature Analysi
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Session 7: Charting the Research in
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Session 10: Double-Entry Reflection
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Session 12: Double-Entry Reflection
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Session 15: Carousel Brainstorming
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Coming Up: Get Ready for Session 1
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Session 5 Allington, R.L. (2006). C
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Kelley, M.J., & Clausen-Grace, N. (
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About the Editors and Authors Alan
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