ESU 10 Reading Workshops and Resources

If you would like information about Reading Curriculum, Instruction, and Assessment, please contact Paula Mellinger at pmelling@esu10.org or Kim Jonas at kjonas@esu10.org.

Research has identified the five basic elements that are necessary in good reading instruction.  These elements include Phonemic Awareness, Alphabetic Principle, Fluency, Vocabulary, and Compreshension.

• Phonemic Awareness instruction is effective in promoting early reading and spelling skills.  The National Reading Panel concluded that phonemic awareness instruction is effective with kindergarten and first grade students as well as with reading-disabled students in the later elementary grades.
• Systmatic phonics instruction improves reading and spelling and to a lesser extent comprehension.
• Guided oral reading (i.e., a teacher listening as a student reads, providing instruction as needed) and repeated reading of texts increase reading fluency.
• A variety of methods of vocabulary instruction make sense, with vocabulary instruction positively impacting reading comprehension.
• Comprehension strategies instruction improves comprehension, with a number of strategies positively affecting understanding of a text, including teaching students to be aware of whether they are comprehending and to deal with miscomprehension when it occurs (e.g., by rereading); using graphic and semantic organizers to represent text; teaching students to attend to story structure (who, what, where, when, why and how information), as they read; question generation and question answering during reading; and summarization.  Teaching students to use a  small repertoire of effective strategies (predicting upcoming text content, seeking clarification when confused, asking questions, constructing mental images representing text content, and summarization) was especially strongly endorsed by the National Reading Panel.  Both direct explanation approaches (Duffy, et al)--starting with teacher modeling and explanation of strategies followed by scaffolding teacher practice of the strategies--and transactionl strategies instruction (i.e., direct explanation with an emphasis on teacher-student and student-student discussions and interpretations of the text during practice of the strategies; Brown, Pressley, Van Meter, & Schuder, 1996; Pressley, El-Dinary, et al., 1992) were supported by the Panel.

The following is a list of planned workshops for the coming year.  If you want more information about any of these, please contact Paula Mellinger at pmelling@esu10.org or Kim Jonas at kjonas@esu10.org.

DIBELS Training
DIBELS (Dynamic Indicators of Early Literacy Skills) is an assessment that provides screening, diagnosis, and monitoring of the five areas of reading instruction.

September 19, 2007:  DIBELS Error Analysis for Intervention Grouping

Research Based Reading Interventions

Resources

Put Reading First
Florida Center for Reading Research
DIBELS Home Page
Reading Next: A Vision for Action and Research in Middle and High School Literacy
 

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