Selecting a Literacy Intervention and Planning for Implementation: A Guide
AbstractEvidence-based core instruction partnered with evidence-based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research- or evidence-based. The tasks of finding, sele cting, and implementing literacy interventions that are high-quality, evidence-based, and designed to meet the needs of st...
Source: Reading Teacher - March 30, 2024 Category: Child Development Authors: Colleen E. Whittingham,
Paola Pilonieta,
Erin K. Washburn Tags: Teaching and Learning Guide Source Type: research
Supporting Students' Knowledge Activation before, during, and after Reading
This article provides six evidence-based principles to consider during literacy instruction, which are drawn from a recent systematic literature review that examined prior knowledge activation instructional scaffolds. These principles are: (a) activate knowledge before, during, and after reading; (b) activate knowledge collaboratively; (c) support students in understanding connections between concepts; (d) support students in recognizing discrepancies between their knowledge and the text; (e) address misunderstandings; and (f) consider the amount of topic-specific knowledge that students have. These principles have the pot...
Source: Reading Teacher - March 29, 2024 Category: Child Development Authors: Courtney Hattan Tags: Teaching and Learning in Action Source Type: research
“Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling
AbstractBefore ever entering a formal educational setting, children use writing to make themselves known. Yet by the time students reach the fourth grade, only a small minority of students demonstrate writing skills considered competent by national standards. By this time in their school career, many have begun to internalize that they are poor writers and have become apprehensive toward writing tasks and tests. Using an approach that applies the well-established literacy practice of dialogue journaling, Leah, a teacher, facilitated an after-school book club for fourth-grade students who experienced writing apprehension. T...
Source: Reading Teacher - March 28, 2024 Category: Child Development Authors: Leah Bryars,
Bethanie Pletcher Tags: Teaching and Learning Guide Source Type: research
Differentiated Reading Groups: Bridging Literacy Instruction and Culturally Sustaining Pedagogy
This article seeks to help teachers develop a stronger understanding of CSP and how to leverage students' cultural identities and experiences within small groups. We then highligh t two differentiated reading group lesson examples to illustrate how to apply the tenets of CSP, along with code-based and meaning-making strategies, with a second-grade group readingTrombone Shorty and another readingReina Ramos. Additionally, this article provides steps and resources for how to select and teach with culturally sustaining texts to promote students' identities and literacy success. (Source: Reading Teacher)
Source: Reading Teacher - March 27, 2024 Category: Child Development Authors: Lisa M. Domke,
Matthew Kaplan,
Gary E. Bingham Tags: Teaching and Learning in Action Source Type: research
The Class Podcast: Reimagining the Literary Essay to Honor Student Identity and Agency
AbstractThe author, a fifth-grade teacher, describes how she reimagined the literary essay curriculum to amplify student identity, agency, and voice by creating a class podcast. Because of their similar structure and organization, teaching students literary analysis and interpretation through podcast writing offered entry into literary essays. The author provides the steps for teaching students how to create a class podcast and write episodes reviewing diverse, inspiring, and thought-provoking texts. She explains how to support students to transfer their voice, energy, and skills when writing literary essays. The article s...
Source: Reading Teacher - March 27, 2024 Category: Child Development Authors: Krista Senatore Tags: Teaching and Learning Guide Source Type: research
Three Strategies for Supporting Elementary Writers through the Practice of Sharing
This article acknowledges these challenges and outlines three evidence-based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Bethany P. Lewis Tags: Teaching and Learning Guide Source Type: research
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers
This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self-regulation, both of which are fostered by writing-for-reading and reading-for-writing tasks. Writing for reading includes prereading tasks, such as analyzing form, topic, audience, and purpose; writing during reading includes tasks such as notetaking; and writing after reading includes tasks such a...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Paul Deane,
Zoi A. Traga Philippakos Tags: Teaching and Learning Guide Source Type: research
Students as Partners: Using an Equity ‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction
This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom-based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Elena E. Forzani,
Christina Dobbs,
Christine Leider,
Emily Malik,
Melanie Gragg,
Clara Greszczuk,
Courtney Jesberger Tags: Teaching and Learning Guide Source Type: research
Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6
AbstractThe purpose of this article was to offer guidance to educators in evaluating the strengths, weaknesses, and most effective uses of commercial reading assessment suites. We provide three resources to help educators who are responsible for making instructional decisions in reading using formal screening, benchmark, interim, and progress-monitoring assessment suites. First, we recommend a framework for how one can judiciously select and use reading assessment. Then we identify a few common misuses of reading assessment scores and ways to reframe them into more effective uses. Finally, we detail the specific strengths ...
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Adrea J. Truckenmiller,
Eunsoo Cho,
Samantha Bourgeois,
Ellie Friedman Tags: Teaching and Learning in Action Source Type: research
Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language
This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline-specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts. (Source: Reading Teacher)
Source: Reading Teacher - March 26, 2024 Category: Child Development Authors: Brittany Adams,
Gillian E. Mertens,
Zhihui Fang,
Marissa Baugh Tags: Teaching and Learning in Action Source Type: research
