More handpicked essays just for you.
Seven pillars of effective reading instruction
Effective reading instruction skills
Effective reading instruction skills
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
In the article Reading Intervention Models: Reading Intervention Models: Challenges of Classroom Support and Separated Instruction by Melissa M. Woodward and Carolyn Talbert-Johnson discussed whether or not pull-out was necessary. Research was conducted by distributing a survey to teachers and reading specialist. They agreed that collaboration was necessary between reading specialist and teachers and that there was a considerable amount of positives in having a pull-out reading program some of which have been listed below.
Humans, are they Human? The article “How Reading Makes Us More Human” by Karen Swallow Prior is a very well structured and informative article. Prior immediately grasps the reader’s attention by providing a variety of examples to support the purpose of her article.
Principle one is literacy coaching involves particular knowledge in literacy. Literacy coaches must have an abundant knowledge of literacy processes, skills, assessments, strategies, and fresh researched topics in literacy. To acquire the literacy knowledge needed to be literacy coaches they should have a higher education with a Master’s degree in reading or go through a reading specialist program. It’s been noted in several studies by L’allier and Elish-Piper (2006) and Elish-Piper and L’allier (2007) that teachers who were supported by literacy coaches their students improved greatly in their reading assessment scores. In additions literacy coaches need to learn how to work with teachers by understanding how an adult learns. For instance, teachers need to be involved in the instructional planning by being appreciated for the knowledge, experience, and suggestions, which can be openly discussed rather than being turned
"Guided Reading: 6 Ways to Improve Literacy Skills." Tchers Voice. N.p., n.d. Web. 28 Apr. 2014.
The seven pillars of effective reading instruction are an important base to an effective and engaging classroom. Teachers, who are able to apply each of these pillars to everyday learning in the classroom, reach their students and provide instruction in meaningful and approachable ways. Each of these pillars provides important ideas and information that work together to create an effective learning environment in the literacy classroom. By accessing and including each of these pillars in my classroom environment, curriculum and instructions, students benefit from the more effective reading instruction possible.
Throughout this year, I have read many different works of early English literature. From reading these works and following the rules of Vladimir Nabokov, I have grown tremendously as a reader since the beginning of this year. From reading Alice in Wonderland to now, I have grown to appreciate literature much more. I have developed a better sense of the English language through the use of a dictionary and the difficult sentence structure of works such as the Canterbury Tales, Beowulf, Le Morte D’Arthur, and the Fairie Queene. Because of the difficult sentence structures, the different word usages, and the deeper meanings wrapped in each of these works, I have learned to reread to better my understanding of the text and to see if I missed anything the first or second time through. I have also learned to not only read a novel or poem just for its story but to look deeper into it while considering its context and purpose. By following Nabokov’s simple rules, I have become a better reader and re-reader.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
“He tickled the pig who danced a jig. He tickled the dog who played leapfrog.”
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
At the close of the first decade of the 21st century, where are we now in terms of our understanding of cognitive strategy instruction and its relationship and contribution to reading comprehension instruction? First, it seems as though cognitive strategy instruction has moved from its research origins into classroom practice. That move has been a rather bumpy one, and we believe that much of the fidelity of cognitive strategy implementation has been lost in the translation from research to practice. While there are a multitude of books, articles and pamphlets about strategy instruction, we are not sure that those efforts have resulted in effective strategy instruction in current classrooms today (Pressley, 2002).
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.