Essay Title: 

Reading Research Activity

March 23, 2016 | Author: | Posted in education, education theories


a report to Carnegie Corporation of New York

by Gina Biancarosa , advanced doctoral student

at the Harvard Graduate School of Education , and

Dr . Catherine Snow , Professor of Education

at the Harvard Graduate School of Education

For the past decade , America ‘s attention has been focused on improving reading education . This focus has led to generation of reports reviews , revising curricula , redesigning professional development , and the provisions of the Reading First initiative . Early literacy is limited [banner_entry_middle]

to improving reading in the primary grades , defined as word recognition . Reading comprehension has been neglected in the middle and secondary grades . Children who dropped out of school in the 1950 ‘s learned a trade or skill without having a high school diploma and achieved economic stability plus a middle-class standard of living . Now there are limited job opportunities for the high school dropout to have a comparable standard of living . Educators must find ways to ensure that every student goes beyond the basic word recognition taught in elementary schools into more meaningful reading comprehension required for continued literacy development in middle schools , high schools , and higher education . We do not presently have an overall strategy for directing and coordinating the teaching of remedial reading comprehension tools for older students , nor do we know enough about how current programs and approaches can be most effectively combined

To help address this problem , a panel of educational researchers met in the spring of 2004 with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education to draw up recommendations for meeting the needs of our eight million struggling readers while simultaneously envisioning a way to enact the proposals . Although this report targeted the funding community , it offers information useful to others , including researchers , policymakers , and educators

The report lists fifteen elements to improve middle and high school literacy

Direct , explicit comprehension instruction : strategies and processes used by good readers to understand what they read including summarization and note taking

Effective instructional principles embedded in content : language arts teachers use content-area texts and content-area teachers teach subject-specific reading and writing skills

Motivation and self-directed learning : building motivation to read and learn independently

Text-based collaborative learning : group interaction to discuss the readings

Strategic tutoring : individualized instruction in areas as needed

Diverse texts : texts at a variety of difficulty levels on different s

Intensive writing : teaching writing skills for high school , college , and employment

A technology component : reading instruction in various technical areas

Ongoing formative assessment of students : informal , daily assessment of students ‘ performance under current instructional practices

Extended time for literacy : two to four hours of practice in school daily

Professional development : long term and ongoing

Ongoing summative assessment of students and programs : accumulation of assessment data for accountability and research

Teacher terms : interdisciplinary teams of teachers meet to discuss mutual students and align instruction of them

Leadership : Principals and teachers have a solid understanding of how to teach reading to all… [banner_entry_footer]

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