Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.
Overview of Content-Oriented Reading Instruction (CORI) by John T. Guthrie, Angela McRae, and Susan Lutz Klauda
The primary aim of Concept-Oriented Reading Instruction (CORI) is to increase students’ comprehension in Grades 3 to 5 by increasing their reading engagement…[T]he reading goals include the following reading comprehension strategies: understanding the main idea, making inferences, monitoring comprehension, and using fix-up strategies for information and narrative texts. We included oral reading and fluency vocabulary as enabling competencies. Click the image to read […]
Bringing the Rocket Science of Reading to All Students by Susan Neuman, Esther Quintero, and Kayla Reist
Our goal is to provide a granular and systematic description of states’ efforts to improve reading instruction. Our analysis aims to facilitate a factual and nuanced discussion about literacy improvement among a broad range of stakeholders, including policymakers, families, practitioners, and scholars.
Getting the Discussion Started by Margaret G. McKeown and Isabel L. Beck
Although constructivism sounds deceptively simple in theory, many teachers encounter obstacles in creating constructivist classrooms. This constructivist approach to teaching literature gets students to do the talking and the thinking.
Explicit Instruction by Dana Robertson
When teachers adaptively use explicit instruction to engage their students with text, they weave together several important elements of effective instruction: scaffolds, engagement, knowledge building, and intensity through coherence and increased content coverage.
