PIRLS 2006 Encyclopedia

Use of TechnologyAlberta has a program of studies for information communications technology. 8 Itprovides technology-specific outcomes for students that can be integrated into manysubject areas including language arts. Students are encouraged to use technology tofacilitate communication and interact with others. Authorized CD-ROM resources alsoare available to support reading and writing instruction.Role of Reading SpecialistsThe role of a reading specialist may include participating as a member of the learningteam, supporting the teacher, aiding in the development of student programs, instructingstudents, and/or administering assessments. However, some schools may not have adesignated reading specialist.Second-language InstructionAs the population of students who speak English as a second language continues to growby an average of 14% each year, it is important that the needs of these students continue tobe met. 9 The English as a Second Language Elementary Guide to Implementation providesteachers with strategies for teaching these students. Examples include literature-basedreading programs, literacy scaffolds, attention to phonics, and various pre-readingstrategies. 10 Many of the accommodations and effective strategies for teaching studentswho speak English as a second language are similar to those used with other studentswho have special needs.Effective PracticesTeachers employ a number of strategies and teaching methods to ensure that theirstudents are successful. Each teacher modifies his or her instruction to meet the needsof individual students. The following practices have been found to be effective inteaching reading.PIRLS 2006 Encyclopedia• Stressing the connections between all six language arts and emphasizing readingfor pleasure;• Developing basic skills in identifying words, including using phonics andphonemic awareness instruction and attention to reading orally;• Teaching comprehension strategies through teacher modeling, explicit instruction,thinking aloud, guided practice, and supporting students when they use thestrategy independently;• Using a variety of reading methods, such as shared readings of common texts,guided reading and literature circles, reading aloud, and independent reading;• Grouping multilevel texts into themes to allow for discussion of thematic content,while accommodating students at different reading levels; and• Using a readers’ workshop format where word study or comprehension strategiesare developed with the whole class and then applied in a variety of texts. 11CanadaTIMSS & PIRLSInternational Study CenterLynch School of Education, Boston College 63