Exemplary Reading Instruction Practices - Elementary
Greetings. The following materials are intended to provide an introduction to exemplary reading instruction practices at elementary level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Organizing for Effective Reading Instruction. ERIC Digest
Teaching methods resources: English/Language Arts
What Does Research Say About Reading?
Teaching Reading
Research About Effective Literacy Instruction
Seven Promising Programs
Achieving Nationwide School Improvement
Summary of Reading Programs
Background Materials on the Blue Ribbon Schools Program
Citations from the ERIC Database
AN: EJ634979
AU: Rashotte,-Carol-A.; MacPhee,-Kay; Torgesen,-Joseph-K.
TI: The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades.
PY: 2001
SO: Learning-Disability-Quarterly; v24 n2 p119-34 Spr 2001
DEM: *Instructional-Effectiveness; *Phonics-; *Reading-Difficulties; *Remedial-Reading; *Small-Group-Instruction; *Teaching-Methods
DER: Decoding-Reading; Elementary-Education; Reading-Comprehension; Reading-Skills; Spelling-
AB: This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills were evident regardless of original level of deficiency and were not limited to specific grades. (Contains references.) (Author/DB)
AN: ED455504
AU: Durley,-Jill; Emlen,-Rita; Knox,-Kimberly; Meeker,-Marcia; Rhea,-Peggy
TI: Improving Reading Comprehension in the Content Areas.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455504
DEM: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DER: Action-Research; Elementary-Education; Metacognition-; Prior-Learning; Reading-Achievement; Story-Grammar; Vocabulary-Development
AB: This report describes a program implemented to improve reading comprehension in the content areas. The targeted population will consist of students in grades two, three, four, and five, in five midwestern schools, four public and one private. The problem of poor comprehension will be documented through test scores, parent and student surveys, and teacher anecdotal records. After initial review of the literature and analysis of the site, probable causes for poor comprehension were related to the lack of reading strategies, poor background knowledge, inadequate vocabulary development, and not enough general practice in reading. A review of solution strategies suggested by current research and by educational leaders, combined with an analysis of the problem setting, resulted in the selection of five major categories of intervention: activation of prior knowledge, acquisition of vocabulary, development of reading strategies, organization of story elements, and improvement of reading fluency. Based on results from tests, surveys, and anecdotal records, the following positive changes were noted. There was considerable improvement in students' reading comprehension skills. Additionally, meta-cognitive activities resulted in greater student involvement in, and responsibility for, their own learning. The data suggest that because of the intervention, students now have the knowledge and tools to comprehend reading material across the curriculum. The paper contains 56 references and 15 figures of data. Appendixes contain survey instruments, pretests, sample story maps, and a sample choral reading. (Author/RS)
AN: ED455501
AU: Bullard,-Rebecca-R.; Graffis,-Mary-M.; Hamp,-Kathryn-J.
TI: Strategies and Skills for Reading Improvement.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455501
DEM: *Instructional-Effectiveness; *Reading-Achievement; *Reading-Improvement; *Reading-Instruction
DER: Action-Research; Primary-Education; Reading-Comprehension; Reading-Strategies; Word-Study-Skills
AB: This study describes a program designed to increase student achievement in reading. The targeted population consisted of two first grade classes and one second grade class in a small central Illinois community. The median household income was in the lower range. Evidence of the existence of the problem included the April 2000 standard testing results, teacher observation, and low report card grades on which the targeted classes scored below grade level expectations in reading. Analysis of probable cause data revealed a number of reasons why low reading abilities might occur. Many teachers coming out of college are neither adequately prepared to teach reading nor are they prepared to teach reading to today's children. Children are coming from homes (often low-income) that have not put an emphasis on reading. A lack of time, both at home and at school devoted to reading, is a problem. Many children are not being instructed in phonemic awareness. This plays an important role in reading success. Also, textbooks have changed from controlled vocabulary to predictable or patterned books. This has made learning to read more difficult. A review of solution strategies suggested by professional literature, combined with an analysis of the settings of the problem, resulted in the selection of a four-component approach to teaching reading. Each of the following four areas were given equal time daily for the instruction of reading: word study, comprehension, fluency, and writing. Post intervention data indicated a marked improvement in reading abilities. Students were completely engaged in their learning, and students' different learning styles were better met with the more diverse activities. (Contains 6 figures, 8 tables, and 43 references. Appendixes contain a writing sample checklist; fluency timing materials; a survey instrument; an inventory checklist; and a weekly reading plan outline.) (Author/RS)
AN: ED449464
AU: Honig,-Bill
TI: Teaching Our Children To Read: The Components of an Effective, Comprehensive Reading Program. Second Edition.
PY: 2001
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (cloth: ISBN-0-7619-7529-2, $55.95; paper ISBN-0-7619-7530-6, $24.95). Tel. 805-499-9774; Web site: http://corwinpress.com; e-mail: order@corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Classroom-Techniques; *Literacy-; *Reading-Instruction; *Reading-Programs; *Reading-Research; *Reading-Skills
DER: Elementary-Education; Instructional-Effectiveness; Phonics-
AB: This book, intended as a resource for educators, administrators, policymakers, and parents concerned about how to successfully teach children to read, points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership. Studies of effective teaching practices have continued to validate the need for explicit and systematic instruction in basic reading skills, and the book uses this research to shed new light on how to help all students become fluent readers. The book's second edition grew out of the experiences of scores of dedicated teachers and their success in the classroom. Highlights of new and expanded material in this second edition include: important current research from leading experts in the field; new instructional strategies that bring all students to higher levels of literacy; and expanded sections on phonics instruction and fluency; connected practice with decodable text; multisyllabic word instruction; spelling, vocabulary, and concept development; strategic reading, book discussions, and text organization; and literacy benchmarks, assessment, and intervention. New tables with sound/spelling correspondences and percentages are provided in Resource A, and revisions to the major points discussed are offered in Resource B. (Contains notes for each chapter, an extensive list of references, and a suggested reading list.) (NKA)
AN: ED454503
AU: Cramer,-Cynthia; Fate,-Joan; Lueders,-Kristin
TI: Improving Reading Achievement through the Implementation of Reading Strategies.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED454503
DEM: *Instructional-Effectiveness; *Reading-Achievement; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DER: Action-Research; Decoding-Reading; Elementary-Education; Grade-1; Grade-4; Program-Descriptions; Questioning-Techniques; Teacher-Attitudes
AB: This study describes a program designed to increase student achievement in reading. The targeted population consisted of first and fourth grade elementary students in a Midwest community. Evidence for the existence of the problem included standardized tests and alternative assessments to measure reading achievement, and teacher observations with anecdotal records to document student reading growth. Analysis of probable causes was evidenced by teachers' observations of students' poor decoding strategies and weak comprehension skills. Teachers reported that students did not exhibit necessary decoding skills to be fluent readers. It was also noted that students did not demonstrate use of higher order thinking skills when responding to comprehension activities. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three categories of intervention: Instruction on the Four Block Method to improve student's decoding skills, the use of graphic organizers, and questioning techniques to increase student comprehension levels. The results of the implementation of the Four Block Method, graphic organizers, and questioning techniques were positive. Based on the presentation and analysis of the data, the teachers believe that the implementation of the strategies was very beneficial in helping students acquire decoding and comprehension skills necessary to become proficient readers. (Contains 29 references, 2 figures, and 5 tables of data. Appendixes contain first grade high frequency words; checklists; the four components of a balanced reading and language arts classroom; a story summary guide recording chart; an oral reading assessment; a summary rubric; story maps; and a list of words for each level of the taxonomy.) (Author/RS)
AN: EJ619508
AU: Miles,-Jo-Ann; Sweetland,-John-D.
TI: A Summer Reading Program for Second-Language Learners.
PY: 2001
SO: Reading-Teacher; v54 n5 p474-77 Feb 2001
DEM: *English-Second-Language; *Parent-Participation; *Reading-Instruction; *Reading-Programs; *Second-Language-Instruction; *Summer-Programs
DER: Instructional-Innovation; Primary-Education; Program-Descriptions
AB: Describes the "Let's Read Together" program designed as a four-week summer reading camp. Concludes that this program, while supplying the children with direct reading instruction, also empowered parents to become more involved and to feel more confident in assisting their children academically. (SC)
AN: EJ624633
AU: Duffy,-Ann-M.
TI: Balance, Literacy Acceleration, and Responsive Teaching in a Summer School Literacy Program for Elementary School Struggling Readers.
PY: 2001
SO: Reading-Research-and-Instruction; v40 n2 p67-100 Win 2001
DEM: *Instructional-Effectiveness; *Reading-Improvement; *Reading-Programs; *Summer-Programs
DER: Acceleration-Education; Grade-2; Primary-Education; Reading-Attitudes; Reading-Comprehension; Reading-Research
AB: Examines the effects of a balanced, accelerated, and responsive literacy program on the reading growth of second grade struggling readers. Finds that students grew in their word identification abilities, fluency, strategic comprehension abilities, perceptions of themselves as readers, attitudes toward reading, and instructional reading levels. Details the accelerated progress of students. Notes instructional implications. (RS)
AN: ED453542
AU: Glowacki,-Deborah; Lanucha,-Cheryl; Pietrus,-Debra
TI: Improving Vocabulary Acquisition through Direct and Indirect Teaching.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453542
DEM: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Vocabulary-Development
DER: Action-Research; Elementary-Education; Reading-Aloud-to-Others; Sustained-Silent-Reading
AB: Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of experiences including extensive opportunities with reading. Teacher observations, test scores and surveys of the targeted student body (grades two/three Montessori, and grades five and six self-contained classes at three different Chicago, Illinois public schools) will be examined to explore a correlation between vocabulary knowledge and reading comprehension. Analysis of the literature revealed that lack of vocabulary knowledge can be attributed to parental influences and socioeconomic factors, lack of students' prior knowledge and deficiencies in instructional strategies. A review of the solution strategies suggested by the professional literature and an analysis of the problem resulted in a combination of a direct and indirect intervention. The direct methods included providing strategies for learning vocabulary independently. The indirect method included reading aloud to students and monitoring students as they engaged in sustained silent reading. Post intervention data indicated that as a result of direct and indirect vocabulary teaching, students demonstrated an increase in vocabulary growth. Students also demonstrated an increase in their reading comprehension. (Contains 60 references, and a table and 9 figures of data. Appendixes contain the parent survey, reading logs, the student survey instrument, and vocabulary tests.) (Author/RS)
AN: EJ634871
AU: Bos,-Candace-S.
TI: Interactive, Collaborative Teaching and Learning: One Key to Student Success.
PY: 2000
SO: Learning-Disabilities:-A-Multidisciplinary-Journal; v10 n4 p219-24 Fall 2000
NT: Special Issue: Educational Intervention Research.
DEM: *Content-Area-Reading; *Cooperative-Learning; *Instructional-Effectiveness; *Learning-Disabilities; *Teaching-Models; *Theory-Practice-Relationship
DER: Elementary-Secondary-Education; Instructional-Design; Interaction-; Reading-Comprehension
AB: This article presents the interactive, collaborative teaching and learning model developed to teach content area reading to students with learning disabilities or other learning problems. It identifies interactive and collaborative aspects of the model and explains its theoretical underpinnings, instructional decisions, the role of the teacher, and evaluation of instructional effectiveness. (Contains references.) (DB)
AN: ED453514
TI: Beginning Reading Instruction: Components and Features of a Research-Based Reading Program. 2000 Revised Edition. Texas Reading Initiative.
CS: Texas Education Agency, Austin.
PY: 2000
AV: Publications Distribution Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453514
DEM: *Beginning-Reading; *Classroom-Environment; *Language-Arts; *Literacy-; *Reading-Instruction
DER: Beginning-Writing; Classroom-Techniques; Instructional-Effectiveness; Primary-Education; Reading-Programs; Special-Needs-Students; Vocabulary-Development
AB: The Texas Reading Initiative began in 1996 in response to Governor George W. Bush's challenge to all Texans to focus on the most basic of educational goals--teaching all children to read. This booklet describes important aspects of effective reading instruction, as well as elements of classroom and campus support for effective instruction. The booklet's purpose is to provide information that can be used to guide decisions as local school districts and educators worked toward the governor's stated goal "all students will read on grade level or higher by the end of the third grade and continue reading on or above grade level throughout their schooling." The first section of the booklet outlines and describes 12 essential components of research-based programs for beginning reading instruction: (1) expand their use and appreciation of oral language; (2) expand their use and appreciation of printed language; (3) hear good stories and informational books read aloud daily; (4) understand and manipulate the building blocks of spoken language; (5) learn about and manipulate the building blocks of written language; (6) learn the relationship between the sounds of spoken language and the letters of written language; (7) learn decoding strategies; (8) write and relate their writing to spelling and reading; (9) practice accurate and fluent reading in decodable stories; (10) read and comprehend a wide assortment of books and other texts; (11) develop and comprehend new vocabulary through wide reading and direct vocabulary instruction; and (12) learn and apply comprehension strategies as they reflect upon and think critically about what they read. The second section describes eight features of classrooms and campuses that support effective beginning reading instruction. The last section considers eight essential elements for adopting instruction to facilitate beginning reading success for children with special needs. (Contains 71 references and 26 "adaptations" references.) (NKA)
AN: EJ622884
AU: Center,-Yola; Freeman,-Louella; Robertson,-Gregory; Outhred,-Lynne
TI: The Effect of Visual Imagery Training on the Reading and Listening Comprehension of Low Listening Comprehenders in Year 2.
PY: 2000
SO: Journal-of-Research-in-Reading; v22 n3 p241-56 Oct 2000
DEM: *Listening-Comprehension; *Reading-Comprehension; *Visual-Learning
DER: Instructional-Effectiveness; Low-Achievement; Pictorial-Stimuli; Primary-Education
AB: Assesses effectiveness of a representational visual imagery training program on the reading and listening comprehension of a group of poor listening comprehenders (mean age: 7 years 8 months). Finds significant improvement on a curriculum-based test of listening comprehension, a standardised test of reading comprehension, and a measure of story event structure. Discusses implications for early institution of visual imagery training. (RS)
AN: ED450358
AU: Lanning,-J-Lois; LaMere,-Rene
TI: An Important Aspect of Guided Reading: Books Galore! Classroom Connections.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 2000
SO: Council-Connections; v5 n3 p26-28 Spr 2000
AV: Reading Recovery Council of North America, Inc., Suite 100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111. Web site: http://www.readingrecovery.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450358
DEM: *Books-; *Early-Intervention; *Reading-Instruction; *Reading-Materials
DER: Emergent-Literacy; Primary-Education; Program-Descriptions; Teaching-Methods
AB: This article contends that guided reading is one of the principal teaching techniques of primary classroom reading programs, and is an excellent way to provide classroom reading instruction to Reading Recovery children as well as children who do not need intensive intervention. The first section describes what exactly guided reading is and discusses why it is effective. Noting that for the full effect of guided reading to be realized, classroom teachers must have a generous supply and variety of books, the second section outlines how teachers can get more books. It discusses how to get books, how to level them, the importance of a variety of books, and the challenge of devising a system for organizing and storing books. In conclusion, the article discusses the importance of thorough teacher training (as well as time, money, training, dedication, and books) in implementing an effective guided reading program. (SR)
AN: ED449493
AU: Green,-Patricia; Kandyba,-Christine; McDonald,-Colleen; Stevens,-Tricia
TI: Motivating Students To Read.
PY: 2000
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED449493
DEM: *Instructional-Effectiveness; *Literature-Appreciation; *Reading-Attitudes; *Reading-Motivation
DER: Action-Research; Elementary-Education; Reading-Programs; Recreational-Reading; Student-Attitudes; Urban-Education
AB: This report describes a research study in which motivational strategies were used to increase student enjoyment of reading and to foster a life-long love of reading. The targeted populations consisted of primary and middle grade students in three different urban midwestern settings. The problem of motivating students to read was documented through parent and student surveys, observations checklists, and student interviews. Analysis and intervention implementations regarding motivational reading strategies were supported by the hypotheses that students can be motivated to read more often, therefore, leading to a higher level of reading enjoyment. Solution strategies conducted consisted of lending libraries in the classroom, national incentive reading programs, backpack book activities, and Drop Everything And Read (D.E.A.R). These interventions were based on the analysis of related research and suggested strategies from renowned specialists in the reading field. Post intervention data indicated an increase in student's motivation to read and to choose reading as a leisure time activity. Contains 32 references, and 4 tables and 8 figures of data. Appendixes contain 4 reading survey instruments, checklists, and reading lessons. (Author/RS)
AN: EJ617770
AU: Short,-Ruth-A.; Kane,-Mary; Peeling,-Tammy
TI: Retooling the Reading Lesson: Matching the Right Tools to the Job.
PY: 2000
SO: Reading-Teacher; v54 n3 p284-95 Nov 2000
DEM: *Reading-Difficulties; *Reading-Improvement; *Reading-Instruction
DER: Class-Activities; Grade-3; Primary-Education; Program-Descriptions; Reading-Programs; Reading-Research; Small-Group-Instruction
AB: Describes a year long literacy improvement project in two third-grade classrooms that focused on struggling readers. Describes small-group reading instruction in the classrooms that focused on 3 components: rereading familiar texts; shared and guided reading, incorporating strategy use in decoding unfamiliar words; and shared and guided writing. Finds substantial progress in reading strategies, reading achievement, and enthusiasm. (SR)
AN: ED421695
TI: Building on the Best, Learning from What Works: Seven Promising Reading and English Language Arts Programs.
CS: American Federation of Teachers, Washington, DC.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421695
DEM: *Language-Arts; *Reading-Instruction; *Reading-Programs
DER: Academic-Achievement; Demonstration-Programs; Elementary-Secondary-Education; English-Instruction; Literature-Appreciation; Program-Descriptions; Program-Effectiveness; Program-Implementation
AB: Part of a series about research-based programs that show promise for raising student achievement (especially in low-performing schools), this paper describes seven promising reading and language arts programs. Each program shows evidence of high standards, effectiveness, replicability, and support structures. The paper opens with a brief introduction to the series, followed by a short introduction to the seven programs. Concise reports on each of the seven programs follow. An initial grid outlines grades covered, curriculum materials, instructional support/professional development, school reform/restructuring assistance, role of paraprofessionals, cost of implementation, and results/effect size. The body of each report then describes the program's main features, its results, case studies of its effectiveness, and considerations for successful implementation of the program, closing with a list of publications and resources. The seven programs are: (1) "Cooperative Integrated Reading and Comprehension"; (2) "Direct Instruction"; (3) "Exemplary Center for Reading Instruction"; (4) "Junior Great Books"; (5) "Multicultural Reading and Thinking"; (6) "Open Court Collections for Young Scholars"; and (7) "Success for All." A 20-item list of additional reading and a note on program selection methods are attached. (SR)
AN: EJ498789
AU: Mahler,-Walter-R.
TI: Practice What You Preach.
PY: 1995
SO: Reading-Teacher; v48 n5 p414-15 Feb 1995
DEM: *Educational-Quality; *Elementary-Schools; *Reading-Programs
DER: Elementary-Education; Program-Descriptions; Reading-Instruction
AB: Describes the reading program at Lafayette Township Elementary School in Sussex County, New Jersey, one of several designated by the International Reading Association as exemplary. (SR)
AN: EJ483282
AU: Kasnic,-Michael-J.
TI: Becoming a Community of Readers.
PY: 1994
SO: Reading-Teacher; v47 n8 p644-45 May 1994
DEM: *Demonstration-Programs; *Reading-Programs
DER: Elementary-Education; Program-Descriptions; Reading-Instruction
AB: Describes the reading program at Butcher Children's School (an elementary laboratory school for Emporia State University in Emporia, Kansas), one of several school reading programs selected as exemplary at the 1993 International Reading Association convention. (SR)
AN: EJ483281
AU: Beaudoin,-Jolinda; White,-Melodie
TI: Taylors Elementary Captures the Spirit of Excellence in Reading.
PY: 1994
SO: Reading-Teacher; v47 n8 p640-42 May 1994
DEM: *Demonstration-Programs; *Reading-Instruction; *Reading-Programs
DER: Elementary-Education; Program-Descriptions
AB: Describes the reading program a Taylors Elementary School (in Taylors, South Carolina), which is one of several reading programs selected as exemplary at the 1993 International Reading Association convention. (SR)
Improving Your Child's Writing Skills |
Other Resources (available either for sale or via interlibrary loan)
Title: Best classroom practices : what award-winning elementary teachers do
Author(s): Stone, Randi.
Year: 1999
Publisher: Thousand Oaks, Calif. : Corwin Press,
ISBN: 0803967586
Title: What do the experts say? : helping children learn to read /
Author(s):Flippo, Rona F.
Year: 1999
Publisher: Portsmouth, NH : Heineman,
ISBN: 0325000441
Title: Engaged reading : processes, practices, and policy implications
Author(s): Guthrie, John T. ; Alvermann, Donna E.
Year: 1999
Publisher: New York : Teachers College Press
ISBN: 0807738166
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