Transcript principles of reading instruction

Arthur Heilman
Penn State University
Principles of Reading Instruction
 The ability to promote literacy (reading and
writing proficiently) has a profound effect o
the lives of students.
 Learning to read is a complex process which
effected by many factors (some are controlle
by the teacher; others are not.)
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Intelligence
Background knowledge
language ability
emotional stability
Defining the Reading Process
 You can ‘read’ your old high school German
text, but can you understand it?
 Reading is an active process of
constructing meaning from written text in
relation to the experiences and knowledge
of the reader.
 Thorndike (1917): Reading is thinking:
Involves synthesis, analysis, problem
solving, inference, generalization,
Effective Schools Research:
School Reform Movement ‘80-’90
 Word Identification is crucial, but stress is
placed on meaning.
 Cognitive psychology: Schema theoryRelationship between text and background
knowledge.
Experiential and Conceptual
background
 Reader’s experiences in both concrete and
abstract knowledge. Includes reader’s
ability to use and apply this knowledge.
 Example: Gardening directions. Use
background knowledge to make hypothesis
about new information. This must make
sense based on background knowledge.
Interactive theory of reading
 Active process :
Students interact with
print and context.
 Strategic reader: applies strategies to
unlock meaning of text.
 Specific comprehension strategies will be
found in Ch. 2 and 7.
A Balanced Literacy Program
Uses a variety of teaching approaches, strategies
and material to teach students what they need to
know.
 Content includes: Word recognition, word
meaning, comprehension, reading study skills,
independent and recreational reading and
literature.
 Using these strands are like braiding and then
weaving a basket.
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Literacy Program includes:
 1. Developmental reading
• Sequential development of reading skills.
2. Application-transfer
• Apply skills to a variety of literary forms
3. Independent or recreational reading
4. Content area: study skills
5. Functional reading: instruction and practice
in filling out loan applications, using phone
books. P.10
Principles of Reading Instruction
 Uses the same principles from ed. psy.:
• Human growth and development
– intellectual
– physiological
– psychological
– emotional
Traditional view of Reading
 Passive Reader
 Has mastered a large number of subskills:
word identification, phonics, vocabulary
meaning, main idea, summary, sequence.
 Assumes that a reader automatically uses
these subskills while reading.
Cognitive views of Reading
 Active reader
 Mixes existing and new knowledge
 Is flexible in using many strategies
 Concerned with comprehension:
 Tries to foster, monitor, regulate and
maintain comprehension.
 Reader will automatically use these
strategies.
Home environment is important
 Experiences that promote success in
reading occur long before a child comes to
school.
• Students who have had a wide variety of
language experiences need to be challenged
beyond the basic decoding instruction.
• Students with limited experiences need to
start with basic concepts: the written word
conveys meaning.
Listening, Speaking, Reading ,
Writing.
 All are interrelated and interdependent.
 Standards for the English Language Arts :
written by IRA and National Council of
Teacher of English.
Literacy is a Developmental
Process.
Reading and writing are the construction of
meaning. It is never mastered. Students evolve.
 Chall (1996) defines the stages:
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• Stage 0 recognizes letters- preschool
• Stage 1 decoding or word pronunciation -grade 1-2
• Stage 2 decoding abilities automaticgrades 2-3
Chall (cont.)
 Stage 3 Reading to learn new ideas.
Comprehension in different texts: content
area and complex fiction (grades 4-8)
Reading and writing are closely
related.
 Children predict and plan and summarize
ideas when they write. These skills are also
vital to reading. Both processes involve the
interaction and understanding of ideas.
Students are very different
 Must plan appropriate instruction for a
wide variety of students.
 All student can and will be successful in
literacy.
 Reading should involve automatic
decoding.
 It should be a meaningful active, and
strategic process.
Balanced Reading
 In order to meet the needs of all students
 reading instruction must be balanced
 Students respond differently to
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direct and indirect instruction.
Materials (commercial and personal)
motivational strategies (Intrinsic-extrinsic)
computers, literature books, magazines,
games.
Effective teachers use them all to meet
Time is important
 Students need time to read
and discuss.
 Reading is social as well as cognitive.
• Peer teaching and cooperative learning are
effective methods of teaching reading.
• Learning is more likely to occur when students
are asked to defend, explain, and elaborate on
their ideas.
Identifying unknown words
 Independent reading demands this skills.
 Sight word drills are sometimes necessary
Reading should combine
phonics with good literature.
 This promotes a joy of reading.
 Spelling or learning structural parts of a
word should be combined with context in
which the word appears.
 Over reliance on any 1 cue is inefficient,
time-consuming and likely to bring poor
understanding to the reader.
Quality literature throughout the
curriculum
 Should not be an add-on program.
 Should be used in all content areas to help
build vocabulary, practice inferential and
critical thinking abilities, and promote the
joy of reading.
Content area reading
 Lets the student apply the reading skills
they have gained.
 Success in the literacy program doesn’t
guarantee success in the content area
reading.
 The reading is more difficult and the
student are expected to be more
independent.
New knowledge is rapidly being
disseminated.
 Students must be able to pursue this ever
increasing amount of knowledge.
 Students must learn to evaluate critically
all written ideas and to think for
themselves.
• Synthesize
• Analyze,
• Critically evaluate ideas
Motivation is important
 Teachers have a direct effect on this factor.
 Need high levels of student engagement.
 Must provide a wide range of literacy
activities.
Classroom management
 Teachers must be able to organize 20
students and manage group instruction.
 Need to plan, and monitoring student
progress.
 Need to deal with many different reading
levels and levels of motivation.
Parent Involvement
 Ask for tutors for students who need extra
help. (Grandparent aide)
 Tell parents specifically how they can help.
 Most parents need help finding the
comfortable reading level for each child.
Success depends on the
teachers.
 Effective school literature
explains the
teachers role and the administrator’s role.
 One particular method or material is not
exactly right for all students.