Reading Research
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Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Research and the Reading Wars James S
CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills. -
Reading Fluency
ß What is reading fluency? ß Why is fluency important? Reading ß What instruction helps students Fluency develop fluency? ß How can we adapt instruction for students with special needs? ß How can we monitor students’ progress in fluency? ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 1 Fluency: reading quickly, accurately, and with expression ß Combines rate and accuracy ß Requires automaticity Fluency ß Includes reading with prosody Rate + Accuracy Fluency Comprehension ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 2 Automaticity: ß Is quick, accurate recognition of letters and words Automaticity ß Frees cognitive resources to process meaning ß Is achieved through corrected practice ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 3 What does fluent reading sound like? Fluent Reading . Fluent reading flows. It sounds smooth, with natural pauses. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 4 ß “Fluency provides a bridge between word recognition and comprehension.” —National Institute for Literacy (NIFL), Why Is 2001, p. 22 Reading ß Fluent readers are able to focus Fluency their attention on understanding Important? text. ß Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 5 What ß How to decode words (in isolation and in Students connected text) Need to ß How to automatically -
Developing Early Literacy: Report of the National Early Literacy Panel I
Developing Early Literacy REPORT OF THE NATIONAL EARLY LITERACY PANEL A Scientific Synthesis of Early Literacy Development and Implications for Intervention Developing Early Literacy REPORT OF THE NATIONAL EARLY LITERACY PANEL A Scientific Synthesis of Early Literacy Development and Implications for Intervention 2008 This publication was developed by the National Center for Family Literacy under a grant funded by Inter-agency agreement IAD-01-1701 and IAD-02-1790 between the Department of Health and Human Services and the National Institute for Literacy. It was peer reviewed and copy edited under a contract with RAND Corporation and designed under a contract with Graves Fowler Creative. The views expressed herein do not necessarily represent the policies of the National Institute for Literacy. No official endorsement by the National Institute for Literacy of any product, commodity, or enterprise in this publication is intended or should be inferred. The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute provides national leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults by dissemination of information on scientifically based research and the application of those findings to instructional practice. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for Reading, a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services to make scientifically based reading research available to educators, parents, policy makers, and others with an interest in helping all people learn to read well. -
Leveled Book List for Home Reading
Looking for Book Ideas in Your “Just Right” Level? Booklist for 3-4 Classroom by Guided Reading Level Michelle, Alli, Cory Enclosed is a list of some great books for your children. The Guided Reading Level is the leveling system we currently use K6 at ACS to help children find “just right” / “good fit” books. Most of student’s reading should be within levels s/he control with accuracy, fluency, and comprehension (see comprehension link in our blog). 3rd Grade M Q 4th Grade Q S/T 5th Grade T V Guided Reading Level L DRA 24 Cam Jansen series by David Adler Horrible Harry series by Suzy Kline Pinky and Rex by James Howe Ricky Ricotta’s Mighty Robot series by Dav Pilkey Song Lee series by Suzy Kline Guided Reading Level M DRA 28 Bailey School Kids series by Debbie Dadey Bink and Gollie by Kate DiCamillo Blue Ribbon Blues by Jerry Spinelli Buddy: the First Seeing Eye Dog by Eva Moore Camp Sink or Swim by Gibbs Davis The Case of the Elevator Duck by Polly Brends The Chalk Box Kid by Clyde Bulla Cloudy with a Chance of Meatballs by Judi Barrett The Copper Lady by Alice and Kent Ross The Drinking Gourd by Ferdinand Monjo Everybody Cooks Rice by Norah Dooley Five True Dog Stories by Margaret Davidson Five True Horse Stories by Margaret Davidson Flat Stanley by Jeff Brown The Flying Beaver Brothers series by Maxwell Eaton Freckle Juice by Judy Blume The Ghost in Tent 19 by Jim and Jane O’Connor The Haunted Library by Dori Hilestad Butler Helen Keller by Margaret Davidson Ivy and Bean by Annie Barrows Jenny Archer series by Ellen Conford Judy Moody series Megan McDonald Junie B. -
Utah State Office of Education Reading Endorsement Course Framework
Utah State Office of Education Reading Endorsement Course Framework Requirement: Foundations of Literacy Instruction: Theories and Models (1) Revision Date: 2016 The intent of this framework is (1) to ensure a level of consistency statewide among all institutions providing courses for the Reading Endorsement, and (2) to provide criteria for reviewing and approving coursework from out-of-state submitted to meet this requirement. This framework should be used as the basis for curricular and instructional planning for the required area named above. Course Description This purpose of this graduate-level course is to help practicing teachers acquire foundational understandings about literacy. This involves an examination of the historical and theoretical perspectives and underlying premises of literacy (e.g., oral language, phonemic awareness, and organizational structures). A knowledge of historical and contemporary theories and models provides a framework for analyzing research and practice to make well-informed curricular and instructional decisions. Prerequisite: Level 1, 2, or 3 Teacher Certification ILA Standards for Reading Professionals (2010) to be addressed in this course STANDARD 1: FOUNDATIONAL KNOWLEDGE Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. Element 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. Element 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. Element 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. -
Defending Whole Language: the Limits of Phonics Instruction and the Efficacy of Whole Language Instruction
Defending Whole Language: The Limits of Phonics Instruction and the Efficacy of Whole Language Instruction Stephen Krashen Reading Improvement 39 (1): 32-42, 2002 The Reading Wars show no signs of stopping. There appear to be two factions: Those who support the Skill-Building hypothesis and those who support the Comprehension Hypothesis. The former claim that literacy is developed from the bottom up; the child learns to read by first learning to read outloud, by learning sound-spelling correspondences. This is done through explicit instruction, practice, and correction. This knowledge is first applied to words. Ultimately, the child uses this ability to read larger texts, as the knowledge of sound-spelling correspondences becomes automatic. According to this view, real reading of interesting texts is helpful only to the extent that it helps children "practice their skills." The Comprehension Hypothesis claims that we learn to read by understanding messages on the page; we "learn to read by reading" (Goodman, 1982; Smith, 1994). Reading pedagogy, according to the Comprehension Hypothesis, focuses on providing students with interesting, comprehensible texts, and the job of the teacher is to help children read these texts, that is, help make them comprehensible. The direct teaching of "skills" is helpful only when it makes texts more comprehensible. The Comprehension Hypothesis also claims that reading is the source of much of our vocabulary knowledge, writing style, advanced grammatical competence, and spelling. It is also the source of most of our knowledge of phonics. Whole Language The term "whole language" does not refer only to providing interesting comprehensible texts and helping children understand less comprehensible texts. -
Looking Back to Move Forward with Guided Reading
Reading Horizons: A Journal of Literacy and Language Arts Volume 50 Issue 4 January/February 2011 Article 3 1-1-2011 Looking Back to Move Forward with Guided Reading Michael P. Ford University of Wisconsin - Oshkosh Michael F. Opitz University of Northern Colorado Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Ford, M. P., & Opitz, M. F. (2011). Looking Back to Move Forward with Guided Reading. Reading Horizons: A Journal of Literacy and Language Arts, 50 (4). Retrieved from https://scholarworks.wmich.edu/ reading_horizons/vol50/iss4/3 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. Looking Back to Move Forward with Guided Reading • 225 Looking Back to Move Forward with Guided Reading Michael P. Ford, Ph.D. University of Wisconsin, Oshkosh, Oshkosh, WI Michael F. Opitz, Ph.D. University of Northern Colorado, Greeley, CO Abstract Guided reading is used in classrooms across the country and, while it is fairly new, it is anything but revolutionary. In this article, and in honor of the 50th volume of Reading Horizons, the authors take a look back at the 50-year history of this practice, provide a definition of guided reading, analyze what caused the practice to change, and discuss their own perspectives and predict the future of guided reading. -
Small Group Guided Reading Instruction for a Successful CCSS-ELA Balanced Literacy Classroom
Author Monographs Small Group Guided Reading Instruction for a Successful CCSS-ELA Balanced Literacy Classroom by Kathy Rhea Bumgardner, M. Ed. National Literacy Consultant and School Improvement Specialist CEO and Lead Consultant, Strategies Unlimited, Inc. Introduction listen in to assess students as they practice applying skills and strategies while reading Small-group guided reading instruction is an independently. integral instructional component of a balanced literacy classroom. The small-group format Ford and Opitz (2001) indicate, “true guided provides differentiated support for students’ reading is increasingly perceived as an developing reading proficiency. Guided integral part of a balanced literacy reading reading allows teachers to help individual program designed to help all children become students learn to process increasingly independent readers” (p. 15). The importance challenging texts with understanding and of formative assessment and listening fluency as is required by the Common Core in regularly as students apply skills and State Standard for English, Language Arts & strategies sets balanced literacy apart from Literacy (CCSS-ELA). other traditional classroom approaches (Ford & Opitz, 2008). Guided reading also can help increase students’ motivation to read. Lyons (2003) expressed the importance of motivation when What Is Guided Reading? she wrote, “motivation is arguably the most critical ingredient for long-term success in The definition of small-group guided reading learning to read and write” (p. 84). is subject to interpretation. Burkins and Croft (2010) identify these common elements of Also, small-group guided reading provides small-group guided reading: an opportunity for the teacher to lean in and 1 Visit: mheonline.com/readingwonders • Working with small groups important as what you teach” (p. -
Essentials of Guided Reading Classroom Culture/Literacy Environment
Essentials of Guided Reading Classroom Culture/Literacy Environment WHY: When students feel safe and supported and are aware of their expectations and responsibilities, instructional time is maximized and students are more likely to give their best effort. When teachers have the materials they need on hand, they can be prepared to utilize resources as they are needed, therefore maximizing instructional time and meeting students’ needs “on the fly.” HOW: Teach procedural lessons about how to be responsible in a small group and manage independent work Create an organized space for guided reading with anchor charts to support learning, assessment materials you need at your fingertips and resources for students to use to enhance the small group lesson (strategy sheets, materials for optional word work like dry erase boards, magnet letters, etc.) Create a climate that is risk free, promotes reflection, and focuses on learning to read as a process Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading PLANNING FOR GUIDED READING Create groups that are flexible and shift as a result of assessment data WHY: When students are grouped based on multiple sources of the data (the priority being their instructional reading level) they are ensured access to instruction that meets their needs in the most efficient and effective ways. Group discussion and collaboration will be effective when that instruction occurs in the company of peers who share strengths and needs. Re‐ grouping often ensures that students are continually matched with the right peers, objectives, and texts. -
The Incorporation of Words Their Way Word Sorts Into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabi
Cardinal Stritch University Stritch Shares Master's Theses, Capstones, and Projects 10-28-2014 The ncorI poration of Words Their aW y Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities Katie A. Tyk Follow this and additional works at: https://digitalcommons.stritch.edu/etd Part of the Education Commons Recommended Citation Tyk, Katie A., "The ncI orporation of Words Their aW y Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities" (2014). Master's Theses, Capstones, and Projects. 370. https://digitalcommons.stritch.edu/etd/370 This Action Research Paper is brought to you for free and open access by Stritch Shares. It has been accepted for inclusion in Master's Theses, Capstones, and Projects by an authorized administrator of Stritch Shares. For more information, please contact [email protected]. The Incorporation of Words Their Way Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities By Katie A. Tyk Action Research Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Special Education At Cardinal Stritch University Milwaukee, Wisconsin 2014 2 This action research has been approved for Cardinal Stritch University by October, 2014 _________________________ Date _________________________ 3 ACKNOWLEGEMENTS I would like to thank my husband for the support and patience. I am forever grateful for the countless hours he gave me to write in peace and the time he spend looking over the many pages of writing when he didn’t have to. Thank you to my little peanut who reminded me that there is always time for brain breaks. -
Put Reading First 2006
Put Reading First Kindergarten Through Grade 3 The Research Building Blocks For Teaching Children to Read ThirdThird Edition The Research Building Blocks for Teaching Children to Read Put Reading First Kindergarten Through Grade 3 Writers: Bonnie B. Armbruster, Ph.D., University of Illinois at Urbana-Champaign, Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois, Jean Osborn, M.Ed., University of Illinois at Urbana-Champaign Editor: C. Ralph Adler, RMC Research Corporation Designer: Lisa T. Noonis, RMC Research Corporation Contents i Introduction 1 Phonemic Awareness Instruction 11 Phonics Instruction 19 Fluency Instruction 29 Vocabulary Instruction 41 Text Comprehension Instruction This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. However, the comments or conclusions do not necessarily represent the positions or policies of NIFL, OERI, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government. The National Institute for Literacy The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute works to provide national leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults by sharing information on scientifically based research. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for Reading This document was published by The Partnership for Reading, a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S.