Arthur Heilman Penn State University

Principles of Reading Instruction The ability to promote literacy (reading and writing proficiently) has a profound effect on the lives of students. Learning to read is a complex process which is effected by many factors (some are controlled by the teacher; others are not.) Intelligence Background knowledge language ability emotional stability

Defining the Reading Process thinking Defining the Reading Process You can ‘read’ your old high school German text, but can you understand it? Reading is an active process of constructing meaning from written text in relation to the experiences and knowledge of the reader. Thorndike (1917): Reading is thinking: Involves synthesis, analysis, problem solving, inference, generalization, concentration.

Effective Schools Research: School Reform Movement ‘80-’90 Word Identification is crucial, but stress is placed on meaning. Cognitive psychology: Schema theory-Relationship between text and background knowledge. Reading Wars: Phonics vs. whole language

Experiential and Conceptual background Reader’s experiences in both concrete and abstract knowledge. Includes reader’s ability to use and apply this knowledge. Example: Gardening directions. Use background knowledge to make hypothesis about new information. This must make sense based on background knowledge. Schema theory Pearson

Interactive theory of reading Active process : Students interact with print and context. Strategic reader: applies strategies to unlock meaning of text. Specific comprehension strategies will be found in Ch. 2 and 7.

A Balanced Literacy Program Uses a variety of teaching approaches, strategies and material to teach students what they need to know. Content includes: Word recognition, word meaning, comprehension, reading study skills, independent and recreational reading and literature. Using these strands are like braiding and then weaving a basket.

Literacy Program includes: 1. Developmental reading Sequential development of reading skills. 2. Application-transfer Apply skills to a variety of literary forms 3. Independent or recreational reading 4. Content area: study skills 5. Functional reading: instruction and practice in filling out loan applications, using phone books. P.10

Principles of Reading Instruction Uses the same principles from ed. psy.: Human growth and development intellectual physiological psychological emotional

Traditional view of Reading Passive Reader Has mastered a large number of subskills: word identification, phonics, vocabulary meaning, main idea, summary, sequence. Assumes that a reader automatically uses these subskills while reading.

Cognitive views of Reading Active reader Mixes existing and new knowledge Is flexible in using many strategies Concerned with comprehension: Tries to foster, monitor, regulate and maintain comprehension. Reader will automatically use these strategies.

Home environment is important Experiences that promote success in reading occur long before a child comes to school. Students who have had a wide variety of language experiences need to be challenged beyond the basic decoding instruction. Students with limited experiences need to start with basic concepts: the written word conveys meaning.

Listening, Speaking, Reading , Writing. All are interrelated and interdependent. Standards for the English Language Arts : written by IRA and National Council of Teacher of English.

Literacy is a Developmental Process. Reading and writing are the construction of meaning. It is never mastered. Students evolve. Chall (1996) defines the stages: Stage 0 recognizes letters- preschool Stage 1 decoding or word pronunciation -grade 1-2 Stage 2 decoding abilities automatic- grades 2-3

Chall (cont.) Stage 3 Reading to learn new ideas. Comprehension in different texts: content area and complex fiction (grades 4-8)

Reading and writing are closely related. Children predict and plan and summarize ideas when they write. These skills are also vital to reading. Both processes involve the interaction and understanding of ideas.

Students are very different Must plan appropriate instruction for a wide variety of students. All student can and will be successful in literacy. Reading should involve automatic decoding. It should be a meaningful active, and strategic process.

Balanced Reading In order to meet the needs of all students reading instruction must be balanced Students respond differently to direct and indirect instruction. Materials (commercial and personal) motivational strategies (Intrinsic-extrinsic) computers, literature books, magazines, games. Effective teachers use them all to meet individual needs.

Time is important Students need time to read and discuss. Reading is social as well as cognitive. Peer teaching and cooperative learning are effective methods of teaching reading. Learning is more likely to occur when students are asked to defend, explain, and elaborate on their ideas.

Identifying unknown words Independent reading demands this skills. Sight word drills are sometimes necessary

Reading should combine phonics with good literature. This promotes a joy of reading. Spelling or learning structural parts of a word should be combined with context in which the word appears. Over reliance on any 1 cue is inefficient, time-consuming and likely to bring poor understanding to the reader.

Quality literature throughout the curriculum Should not be an add-on program. Should be used in all content areas to help build vocabulary, practice inferential and critical thinking abilities, and promote the joy of reading.

Content area reading Lets the student apply the reading skills they have gained. Success in the literacy program doesn’t guarantee success in the content area reading. The reading is more difficult and the student are expected to be more independent.

New knowledge is rapidly being disseminated. Students must be able to pursue this ever increasing amount of knowledge. Students must learn to evaluate critically all written ideas and to think for themselves. Synthesize Analyze, Critically evaluate ideas

Motivation is important Teachers have a direct effect on this factor. Need high levels of student engagement. Must provide a wide range of literacy activities.

Classroom management Teachers must be able to organize 20 students and manage group instruction. Need to plan, and monitoring student progress. Need to deal with many different reading levels and levels of motivation.

Parent Involvement Ask for tutors for students who need extra help. (Grandparent aide) Tell parents specifically how they can help. Most parents need help finding the comfortable reading level for each child.

Success depends on the teachers. Effective school literature explains the teachers role and the administrator’s role. One particular method or material is not exactly right for all students.