assessment tools to monitor the acquisition of reading strategies, improve reading instruction and identify students who require additional instruction. The NRP found that the research base is strongest and most explicit for skills related to alphabetics. Show this book's table of contents, where you can jump to any chapter by name. The database tracks state policies related to various questions, including whether the state’s standards for beginning teachers or requirements for preparation programs include any provisions related to the teaching of reading. The NRP report noted that many questions—regarding the content, length, and effectiveness of preservice education, and other issues—deserve further research. During my senior…” Provide educators with a better way to approach online lesson planning. 510, S. 2019- Participation for the Division Training on the Enhancement of the Pedagogical Skills in Teaching Reading in the Mother Tongue for Grade 11 and III Teachers: Oct/07/2019: Division Memorandum No.511, S.2019- DepEd Computerization Program (DCP) and Office 365 Orientation-Workshop: Oct/04/2019 Yet this description hardly captures the complexity of preparing students to flourish in the workplace and in a society that requires high-level uses of text. They include instruction in the various uses and functions of written language and an appreciation and command of them; the use of the alphabetic principle in reading and writing; and language and metacognitive skills to meet the demands of understanding printed texts. Connect students to the information they're looking for with tools that make discovery fast and easy. The IRA collaborated with the National Middle School Association to produce a joint position statement summarizing the key elements of reading instruction for this age group, which draws on the association’s own publications. Successful adolescent readers have mastered phonemic awareness, phonics, and fluency by the middle school years, but they face higher demands for vocabulary and comprehension than do younger students. There is ample evidence that many students have not become successful readers by the time they leave elementary school (see, e.g., Lee, Grigg, and Donahue, 2007). After reading the assigned Week 3 Chapters, complete the following case assignment in a Microsoft Word Document using APA 7th ed. that may be specifically needed for reading. A variety of instructional approaches that address these foundational skills can be effective when used by teachers who have a grounding in the foundational elements and the theory on which they are based. As we discuss in Chapter 3, very few national-level data are available on program requirements, coursework, and other features of study for general teacher candidates or for those who specialize in reading or other subjects. Reading researchers tend not to use the term pedagogical content knowledge, but teachers’ knowledge of how to teach reading could be understood as a form of it. Yet there are now so many publications on teaching reading, from so many sources, that there is a certain amount of fog around the question of how much of the guidance is based on research. Relatively few empirical studies have been focused on the question of how teachers ought to be prepared to teach reading. The IRA’s 2007 report synthesized findings from the 2003 study, as well as a review of empirical research by Risko and colleagues (2008) (discussed below). The two approaches have been studied independently, but it is only recently that researchers have investigated their comparative advantages. For example, the study concluded that the content of an exam developed by the Educational Testing Service and used by 35 states includes only a tiny fraction of items that address phonemic awareness, phonics, and vocabulary knowledge—three of the foundational reading skills. In the next group, 10 states specify a certain number of credit hours in reading, but they offer no guidance as to what the credits should cover. 34-40). The National Academies of Sciences, Engineering, and Medicine, Preparing Teachers: Building Evidence for Sound Policy, http://www.reading.org/downloads/resources/545standards2003/index.html, 3 Pathways to Teaching and Teacher Preparation Programs, 8 Accountability and Quality Control in Teacher Education, Appendix B: How Teachers Learn Critical Knowledge and Skills: Tracing One Example, Appendix C: Biographical Sketches of Committee Members. Third, the preparation of teachers to better equip students to develop and apply reading comprehension strategies is intimately linked to students’ achievement in this area. See what's available at your library. Our wide range of public library databases supports every phase of life. Measures used to assess the effectiveness of instruction included assessments of the understanding of the texts taught and assessments that asked students to go beyond what they had been explicitly taught. Furthermore, 4th- and 8th-grade students who are English-language learners scored 36 and 42 standard-scale points, respectively, below the performance of native speakers of English in 2007 (Lee, Grigg, and Donahue, 2007). Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Click here to buy this book in print or download it as a free PDF, if available. Systematic data would make it possible to monitor and evaluate teacher preparation in reading and to conduct research on the relative effectiveness of different preparation approaches. More than a third of subject-specific vocabulary words in English are cognates with Spanish, for example, but many other words that seem to be cognates actually have different meanings in English and have to be learned (Calderón, 2007). The outcomes they examined included both changes in teachers’ beliefs and attitudes in the course of their education, as well as gains they made in knowledge and skills. For our work, we were fortunate to have three influential publications that have summarized this work, by the National Research Council (NRC) (1998), the National Reading Panel (NRP) of the National Institute of Child Health and Human Development (2000), and the International Reading Association (2007). A strong teacher-student relationship has benefits for students’ academic development, for example, and teaching that draws on students’ linguistic traditions facilitates their learning. . Do not submit your assignment in PDF format. We then turn to what is known about how teachers are currently being prepared to teach reading, and we close with our conclusions. It selected for consideration studies that measured reading as an outcome, were published in English in a refereed journal, focused on children’s reading development from prekindergarten through 12th grade, and used an experimental or quasi-experimental design with a control group or a multiple baseline method. Though the New York City programs generally require more English/language arts coursework than the state requires, the variation among the programs is striking. Conclusion 5-4: Little is known about the best ways to prepare prospective teachers to teach reading. They selected for review empirical studies that reflected a variety of methodological stances and were published between 1990 and 2006 in a peer-reviewed journal. When English-language learners are promoted from grade to grade on the basis of fluency assessments, they may not receive appropriate instruction on vocabulary and reading comprehension (August et al., 2005c). From these summary reports it is clear that there is a consensus among leaders in the field of reading that successful beginning readers possess six foundational skills: The basic picture of what successful readers know begins with young children whose first language is English. The panel reviewed studies on the development of literacy through five domains: the differences between the development of literacy in language-minority students and mainstream students; cross-linguistic relationships between oral language development and literacy in students’ first and second languages; sociocultural contexts and literacy development; instruction and professional development; and student assessment. Connect patrons to more than 7,000 continuously updated, on-demand video courses across 75 categories in business, technology, and personal development. The “content” group responded to general questions about the meaning of the text (e.g., “What’s going on here?” “How does all this connect with what we read earlier?”). The report advocates that teachers develop knowledge across a range of fields and topics—including the behavioral and cognitive sciences, the social sciences, and language and literature—as well as a detailed understanding of the content of relevant academic standards. However, there is a consensus on the skills and knowledge most useful to teachers of reading, which provides the best available guidance for the preparation of teachers of reading: the range of instructional strategies they can use to develop each of these skills in diverse students; the materials and technological resources they need to support student learning; a clear theoretical understanding of the process of learning to read for English-language learners, strategies for assessing the literacy skills of these students, and the range of available strategies for targeting their needs, as well as resources for additional support; and. MyNAP members SAVE 10% off online. However, experts have drawn logical conclusions about what teachers should know and be able to do from research concerning the attributes of successful readers and instructional strategies that have been successful, as well as normative views of the professional knowledge necessary to teach reading. You're looking at OpenBook, NAP.edu's online reading room since 1999. There is also empirical evidence about the instructional strategies that help students learn to read, but there is no definitive guidance that points to particular effective strategies. Preventing Reading Difficulties in Young Children describes the kinds of instruction that help students become successful readers (National Research Council, 1998). However, according to a report from the National Center for Education Statistics (2002), in 1999-2000 only 12.5 percent of teachers who taught English-language learners had received 8 or more hours of training in teaching these students during the preceding 3 years. ...or use these buttons to go back to the previous chapter or skip to the next one. Reading-writing connections: Teachers must be prepared to teach strategies that connect writing to the reading of literary and information texts as a support for comprehension. The still-developing literacy of adolescents has been less thoroughly studied than that of young children, though some recent work has expanded thinking on this topic (International Reading Association and the National Middle School Association 2002; Kamil et al., 2008). Our school databases are visually appealing, highly intuitive, and a trustworthy resource where students can find vetted, age-appropriate content. Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. Grigg, and Donahue, 2007). Although there is very little empirical basis for claims about precisely how prospective reading teachers should be prepared, two elements stand out from the literature as likely to be valuable and should be examined more rigorously: coursework that provides opportunities to engage substantively with the theoretical foundations of reading research as well as the range of pedagogical approaches currently viewed as having merit; and. The texts they read present complex ideas, technical vocabulary, an array of graphical representations that have to be interpreted, and underlying structures that mirror the discipline in which they are reading (e.g., scientific argumentation) (Greenleaf et al., 2001). Thus, sorting through all of the research and other publications about reading is a major task. Researchers who have immersed themselves in these questions and expert panels that have sifted through various kinds of evidence have concluded that teachers of reading rely on a sophisticated understanding of the development of literacy, the many factors that influence it, and the array of strategies they can use, along with the capacity to keep collecting evidence as they refine their practice. Conclusion 5-1: Successful beginning readers possess a set of foundational skills that enable them not only to continue growing as readers but also to progress in all academic subjects. © 2021 National Academy of Sciences. The third obstacle to reading will magnify the first two: the absence or loss of an initial motivation to read or failure to develop an appreciation of the rewards of reading. Box 5-1 highlights the way in which the foundational skills anchor thinking about each facet of teaching and learning reading by drawing together examples from the discussions of the four questions. In the third group, four states specify that programs should adhere to the guidelines of the National Council for Accreditation in Teacher Education, the Interstate New Teacher Assessment and Support Consortium, or both. Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. These six elements are described on pages 2 through 6 of International Reading Association (2007); we have paraphrased the descriptions. documents, position papers, and standards documents, as well as published research articles. Our commissioned studies also showed considerable variation within regions. However, we also consulted a number of other documents that summarize and reflect prominent theoretical stances and positions in the field. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. All rights reserved. The authors identify a few elements of teacher preparation as likely to be effective: explicit examples and explanations of material; a “learning and doing approach,” in which teacher educators model the pedagogical strategies they are teaching their students to use; opportunities for guided practice of teaching strategies in the university classroom and with students; extended opportunities for fieldwork and sustained interactions with students; and. One study analyzed secondary English/language arts methods courses across 81 universities and classified them into types, such as survey, workshop, or theoretical. These publications include summary documents that synthesize many research threads, consensus. 431 Likes, 4 Comments - George Mason University | GMU (@georgemasonu) on Instagram: “"As a freshman at Mason, I had difficulties being on my own for the first time. The work does support logical arguments about the kinds of educational experiences likely to be beneficial; see Appendix B for examples. Reading is a skill that can be developed by some learners regardless of the quality of instruction they receive, and an able and well-prepared child can make the experience of learning to read look fairly effortless. Research databases are key resources for every college or university library. A foundation in research and theory: Teachers must develop a thorough understanding of language and reading development as well as an understanding of learning theory and motivation in order to ground their instructional decision making effectively. Register for a free account to start saving and receiving special member only perks. The second obstacle is a failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies. Division Memorandum No. good teachers benefit from being well read themselves and knowledgeable in many disciplines” (p. 17). were prepared to address them. Teaching reading well is far more complicated than it might seem to a casual observer. have frequent and intensive opportunities to read. The NRP panel subgroups who examined those three topics were charged with identifying effective instructional practices for each topic. make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. The importance of those foundational skills supports conclusions about what is most important in the preparation of teachers of reading: Conclusion 5-2: It is plausible that preparation in the nature of the foundational reading skills and research-based instructional approaches would improve teachers’ practice to a degree that would be evident in learning outcomes for their students. Accommodate job seekers at all levels, whether they’re entering the workforce for the first time or searching for new opportunities. In particular, an approach called systematic phonics instruction is identified as a key means of building essential skills, though the authors caution that it is a means to an end, and that overemphasis on phonics instruction, at the expense of other kinds of instruction, is “unlikely to be very effective” (p. 10). The volume of available guidance to reading teachers shows that many practitioners and researchers have strong views about the knowledge and skills that are most important for teachers of reading; however, the research has less to offer on this question than on the question of what successful students know. The integration of second-language and reading development requires specific teacher preparation, particularly for those who teach English-language learners in content areas such as mathematics, science, and social studies (August et al., 2005a; Valdés et al., 2005; August and Calderón, 2006; Calderón, 2007; Short and Fitzsimmons, 2007; August, 2008). The committee found that children who are successfully learning to read have. Thus, they posit that teachers need to understand and know how to teach the foundational reading skills (National Institute of Child Health and Human Development, 2000).2 However, the NRP notes that there are numerous ways to teach these skills and that the evidence does not provide completely clear indications of which approaches are best, which are most suitable for particular groups of students, or how best to apply evidence-based techniques. The research itself draws on a variety of methodological approaches, including correlational studies that identify connections between particular practices and student outcomes as well as experimental and quasi-experimental studies that use controls to assess the effects of instruction. New teachers in New York City reported that their programs typically emphasized learning about characteristics of emergent readers, studying or analyzing children’s literature, learning ways to build student interest and motivation to read, and learning how to activate students’ prior knowledge. One program requires no credits, while another requires 39; the standard deviation in number of credits is 7.7—nearly three-quarters the size of the mean number of credits. Elementary schools have a built-in support system for the development of successful reading. Adolescents are still building stores of word knowledge that will help them in adult life and in studying new or greatly expanded knowledge domains, such as science and history (Beck, McKeown, and Kucan, 2002). We apologize for the inconvenience, but you may be able to find it instead through your library resources. When literacy is measured by these criteria, the literacy crisis in the United States is evident. Governance, resources, and vision: The programs are centered on a vision of quality teaching that produces a community of future leaders in reading education. Share a link to this book page on your preferred social network or via email. A similar pattern emerges from an examination of English/language arts methods credits in particular: the standard deviation is 3.2, with programs requiring anywhere from zero to 15 credits (Grossman et al., 2008). Furthermore, Calderón notes, building vocabulary depth (the degree of knowledge of a word) and breadth (the number of words) is more challenging for English-language learners than for native English speakers. The panel found that reading development for English-language learners presents several distinct challenges. The Principles of Economics_7th Edition.pdf As the practical necessity and prevalence of literacy have grown, scholars from a range of fields—including linguistics, neuroscience, and cognitive and developmental psychology, as well as sociology and history—have explored questions about how people learn to read, reading difficulties, and other questions pertaining to literacy. However, states’ policies and requirements regarding readiness to teach reading provide some indications of the characteristics of reading preparation programs. In response to a congressional charge, the National Institute of Child Health and Human Development, a division of the National Institutes of Health, formed the NRP to “assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read” (National Institute of Child Health and Human Development, 2000, p. 1). Many of its findings are more pertinent to the committee’s questions 2, 3, and 4, than to question 1, but with regard to what successful readers know, it essentially follows the NRP in identifying what it refers to as the major components of reading.