1. Ch 2 Diagnosis and correction Teacher’s Role

2. Accountability Achievement scores 15% of the variance is the result of the teacher’s influence on the child’s reading Only 3% of the variance is the result of the teaching approach Good teaching is the best way to help children

3. Teacher Planning Use good choice of materials and activities Use the strengths and weaknesses to plan new lessons

4. Time spent on reading Most powerful indicator of reading achievement

5. Comprehension Time Little class room time is spent on teaching comprehension in content areas (1%) Reading to learn and learning to reading are not mutually exclusive. Techniques to use for good Comprehension should be explored during science, social studies, art, music, etc.

6. Direct instruction of Comprehension Teachers must have metacognitive (self- talk) ability in order to teach the students this method. “I’ll show you a trick.” “This is how I attack this problem, etc. etc.” Interactive teaching: teachers are involved with their student’s reading. Different kinds of strategies are used to help the student understand what he/she has read.

7. Interactive Instruction Teacher decides the instructional outcomes. Teacher intervenes at optimal times with optimal strategies to achieve desired learning.

8. Classroom Management Completely individualized instruction is not practical. The teacher has these choices: –Large group instruction –Several small groups –Individuals Students should be grouped according to achievement or topic or book title

9. Achievement group Depends on the range of abilities within the class. When one group is reading with the teacher, the other students need to be monitored with seatwork or listening centers. Their behavior is often a concern.

10. Teachers Expectations. p26 Teacher’s preconceived ideas about students become self fulfilling prophecies. Students who come from an environment that is not conducive to learning may be expected to not succeed. Unconsciously the teacher might treat the child as if he couldn’t do the assignment.

11. All students can and will learn This has become the motto of effective school literature.

12. Goals Teacher chooses activities to reach these goals. –Direct information –Inductive teaching where the student make generalizations. –Teach patterns that appear in print –Teachers must provide immediate feedback.

13. Modeling Strategy Teacher says aloud all of his thought while trying to figure out a problem. Reading comprehension=problem solving.