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.
Reciprocal teaching has been effectively implemented by teachers working in both small and large group
settings, in a peer tutoring situation, in content area instruction, and most recently in listening comprehension instruction.
The art of teaching acknowledges teachers’ judgment and its role in the critical decisions made by teachers regarding the SOR and the selection, preparation, delivery, and assessment of literacy activities within the social interactions of the classroom.
One’s comfort with today’s science of reading seems to depend on which instructional approaches one advocates and what one is willing to accept as determinative evidence. [In] this article, I delve into the nature of the kind of evidence that should be the basis of a science of reading instruction.
[S]tagnation in reading growth
leads to a probable conclusion that instructional factors that promote early reading development are
either missing or are receiving less-than-optimal emphases in many curricular reading programs.
RD are one of the frontier topics in educational research and practice. Tremendous efforts are being made in research and policy to understand the profiles of RD and to design more individualized remediation plans.
Knowledge about how print operates and how it holds meaning allows children…simple access to the wide world of written language.
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