1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

/pdf/from-neurons-to-neighborhoods-the-science-of-early-childhood-3bfl5g72ow.pdf

From Neurons to Neighborhoods: The Science of Early Childhood Development

Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of...

https://www.jstor.org/stable/pdfplus/3233567.pdf

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

This chapter reviews basic issues of theory and method in approaches to research on teaching that are alternatively called ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist, or interpretive. These approaches are all slightly different, but each bears strong family resemblance to the others. The set of related approaches is relatively new in the field of research on teaching. The approaches have emerged as significant in the decade of the 1960s in England and in the 1970s in the United States, Australia, New Zealand, and Germany. Because interest in these approaches is so recent, the previous editions of the Handbook of Research on Teaching do not contain a chapter devoted to participant observational research. Accordingly, this chapter attempts to describe r~s and their theoretical _nresup~s in considerable detail and does not attempt an exhaustive review of the rapidly growing literature in the field. Such a review will be appropriate for the next edition of this handbook. From this point on I will use the term interpretive to refer to the whole family of approaches to participant observational research. I adopt this term for three reasons: (a) It is more inclusive than many of the others (e.g., ethnography, case study); (b) W Blake

Qualitative methods in research on teaching

Preface. 1. An Invitation to History and Exploration. 2. Principles and Actions of Strategic Readers and Writers: Conditions for Fostering Literacy. 3. The Role of Reading, Writing, and Discussion in Conceptual Learning. 4. Considerations for Selecting and Using Textbooks. 5. Literature-Based Instruction in Content Areas. 6. Possibilities for Literacy Instruction in the Content Areas. 7. Creating a Classroom for Literacy Instruction in the Content Areas. References. Index.

Literacy instruction in multicultural settings

This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social con-structivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration of the significance of students' ethnicity, primary language, and social class to literacy learning. From a social constructivistperspective, 5 explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Incorporating these 5 explanations and building on the work of Cummins (1986, 1994), a conceptual framework for addressing the literacy achievement gap is proposed. This framework suggests that the school literacy learning of students of diverse backgrounds will be improved as educators address the g...

https://journals.sagepub.com/doi/pdf/10.1080/10862969809548000

Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds

of disadvantaged 7 year-old Hawaiian students, were analyzed. One teacher (LC) had had little contact with Hawaiian children, while the other (HC) had worked successfully with Hawaiian students for five years. Consistent with their backgrounds, it was found that the two teachers managed interaction in their lessons very differently. Teacher LC used participation structures which are commonly used with children from the mainstream culture; the major structure requires them to wait to be called on and to speak one at a time. On the other hand, Teacher HC conducted much of her lessons in a different participation structure, one which allowed the children to share turns in joint performance. This structure follows interactional rules much like those in talk story, a common nonclassroom speech event for Hawaiian children. The results supported a social organizational hypothesis. The lessons of Teacher HC displayed much higher levels of achievement-related student behavior than those of Teacher LC. Furthermore, student productivity appeared to vary as a function of specific characteristics of participation structures, within and across the lessons of the two teachers. A new construct, the balance of rights in speaking and turntaking between teacher and students, was formulated to explain the relationship between classroom social structure and student productivity.

Social organizational factors in learning to read: The balance of rights hypothesis*

Learning in and out of school in diverse environments: Life-Long, Life-Wide, Life-Deep

Teachers today face increasing demands to ensure their students achieve high levels of literacy. They may feel overwhelmed by the challenges of teaching reading comprehension strategies that foster the integration, interpretation, critique, and evaluation of text ideas. The challenges are compounded because students of diverse backgrounds often enter classrooms reading far below grade level. In this article, the authors describe how Question-Answer Relationships (QARs) can provide a framework for comprehension instruction with the potential of closing the literacy achievement gap. QAR can serve as a starting point for addressing four problems of practice that stand in the way of moving all students to high levels of literacy:


The need for a shared language to make visible the invisible processes underlying reading and listening comprehension


The need for a framework for organizing questioning activities and comprehension instruction within and across grades and school subjects


The need for accessible and straightforward whole-school reform for literacy instruction for higher level thinking


The need to prepare students for high-stakes testing without undermining a focus on higher level thinking with text.

Kathryn H. Au

Papers

Literacy instruction in multicultural settings

Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds

Social organizational factors in learning to read: The balance of rights hypothesis*

Learning in and out of school in diverse environments: Life-Long, Life-Wide, Life-Deep

QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas