Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners.
“What Does Discussion Add to Reading for Conceptual Learning?” by Pei-Yu Marian Pan, Brian W. Miller, and Richard C. Anderson. [PDF]
Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.
“Beginning To Read: Thinking and Learning about Print” by Marilyn Jager Adams. A Summary by Steven A. Stahl et al. [PDF]
Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.
If You’re Going to Write About the Science of Reading, Get Your Science Right by Daniel Willingham
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Improving Reading Comprehension in Kindergarten through Third Grade
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Reading to Learn from the Start: The Power of Interactive Read-Alouds by Tanya S. Wright
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
What Teachers Are Taught About English and How It Impacts Readers: An Analysis of the Existing Research by Barbara C. Wheatley, Sarah M. Lupo, & Laura Tortorelli [PDF]
What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?
Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches by Melanie Kuhn
This article will consider fluency’s role in terms of development and then present a review of four research-based instructional approaches, two for the whole class and two a for small group, that have been shown to increase students’ word recognition, fluency, and comprehension.
The Development of Sight Vocabulary by Kimberly Anderson and Donna Scanlon
A critical question in early literacy instruction is how individuals transition from having little or no ability to read words to having the vast sight vocabulary that characterizes proficient readers.
Landscape Report on Early Grade Literacy by Young-Suk Grace Kim et al.
This review substantiates the systematic and systemic nature of literacy education. Promoting successful early grade literacy instruction and acquisition requires evidence-based, empirically tested, and scientific approaches as well as efforts of stakeholders at multiple levels, from students, parents, teachers, community members, and leaders in the country.
