major approaches and materials for reading...

Major Approaches and Materials for Reading

Instruction

Dr. Kristen Pennycuff Trent

Major Approaches and Materials for Reading Instruction

• Published Reading Series

• Literature-Based Approaches

• Language Experience Approach

• Programmed Instruction and Computer Use

• Eclectic Approach

Key Vocabulary • Computer-assisted

instruction • Computer-managed

instruction • Literature-based

approaches • Literature circles • Directed reading activity • Directed reading-thinking

activity • Programmed instruction

• Eclectic approaches • Individualized reading

approach • Thematic units • Language experience

approach • Trade books • Linguistics • Word bank • Minimally contrasting

spelling patterns

Basal Reading Series • Student books • Teacher manuals • Workbooks • Black-line duplicating

masters of skill sheets • Supplementary materials

– Big books, student journals, read-aloud libraries, unit tests, reinforcement, and enrichment activities

Usefulness of Traditional Basal Series

• Provide a variety of anthologies, content area selections, poems, plays, etc.

• Provide an idea what the students have been taught in past years

• Offer suggestions for teaching reading lessons

• Basals include all aspects of reading

• word recognition, comprehension, oral reading, silent reading, reading for information, and reading for enjoyment

– Allow for systematic teaching and reteaching of skills and strategies and review

– Provide ways to monitor success of the instruction

Recent Changes in Basal Reading Series

• Stories that are : – Higher in quality, limited vocabulary and extensive repetition – Good literature – Content area material – Conversation more natural and conventional – Diversified characters with less stereotyping

• Research-based • Give teacher more decision-making power in using the

materials • More independent student activities • Newer techniques

Cautions in Using a Basal Reading Series

• Teacher responsibility to plan reading instruction

• Basals not a total reading program • Place students given material they

can comfortably apply comprehension • Provide time for actual reading of

connected texts

Cautions in Using a Basal Reading Series

• Use activities to encourage active participation and interaction: – illustrate stories, questions written to be answered by

others in class, write other adventures for characters in story, read other books by author used in stories

• Use of workbook activities should always be purposeful, reinforcement provided with immediate response to work done – Every-pupil-response technique—all students respond to

instruction at the same time

Types of Basal Reading Programs

• Linguistic series

• Intensive phonics series

• Literature based series

• Language integrated series

Linguistic Basal Series • Based on linguistics

– scientific study of human speech

• Start with a single sound for each letter • Irregularly spelled words should be avoided in

beginning reading material – although some (a and the) must be used to construct

sentences that have normal patterns.

• Word-attack skills should be taught by presenting minimally contrasting spelling patterns – words that vary by a single letter (can, man, fan, tan,

ran, and pan)

• Sounds should not be isolated from words because they become distorted:

– B pronounced as buh, d as duh, p as puh

Published Basal Reading Series

• Intensive Phonics Series – Synthetic phonics approach to phonics instruction – Sounds are taught in isolation and then blended into

words

• Literature-Based and Language-Integrated Series – Offer high quality literature often in entirety and

without adaptation – Integration of instruction with all language arts

(speaking, listening, reading and writing) – Stress purpose-setting by the students themselves

• Predictions: confirming and rejecting

Instructional Procedures Used with Basal Reading Series

• Directed Reading Activity (DRA)

• Directed Reading Thinking Activity (DRTA)

• Guided Reading

Directed Reading Activity (DRA) (teacher responsible for purpose setting)

1. Motivation and development of background: – Connect readers experience with story: – Motivation – Determine readers background if capable of understanding

story – Build readers background

2. Directed story reading (silent and oral reading): – Provide purpose for reading: – study guide, questioning, or predicting

3. Strategy- or skill-building activities: – Direct instruction in one or more word recognition or

comprehension strategies or skills

4. Follow-up practice: – Practice of strategies and skills sometimes in workbook

exercises

5. Enrichment activities: – Connect story with art, music, creative writing, drama

(speaking and listening) or exposure to other information on that topic or author

Adaptations of DRA: (student responsible for

purpose setting) • Do enrichment activities before rather

than after reading lesson – Build and integrate background knowledge

– Use student predictions rather than teacher questions

– Self-questioning before and during reading

– Summarizations

– Peer questioning

Directed Reading-Thinking Activity (DRTA):

1. Make predictions from title clues (book not open)

– All should be accepted – All students should given an opportunity to present

predictions – Teacher makes no predictions

2. Make predictions from picture clues (book open to first picture)

– Look at initial picture clues – Give opportunity for students to revise predictions

3. Read the material – Read predetermined amount of story to check

predictions

Directed Reading-Thinking Activity (DRTA):

4. Assess the accuracy of predictions and adjust predictions – Who believe right and wrong with predictions read supporting

text aloud to group – Revise predictions – Ask for predictions of next part of story

5. Repeat the procedure until all parts of the lesson have been covered (only 4 or 5 stops) – Read next predetermined part of story to check accuracy of

predictions – Justify predictions by reading paragraph that supports their

answers – Revise predictions based on reading – Repeat until complete story read

• Teacher can use open-ended questioning to direct predictions • Give opportunities for students to write questions during stops

What do you think? • Some teachers find the DRA too

prescriptive to use but find the DRTA acceptable because it gives students some control over their own learning. Other teachers believe there is a place for each technique. What do you think and why?

What is Guided Reading? • A teacher works with a small group.

– Ss are similar in their development of the reading process and are able to read about the same level of text.

• The teacher introduces the stories and assists children’s learning in ways that help to develop independent reading strategies.

• Each child reads the whole text independently.

• Emphasis is on reading increasingly challenging books over time.

• Children are grouped and regrouped in a dynamic process that involves ongoing observation and assessment. – (Fountas and Pinnell, 1996)

The Purpose of Guided Reading

• The idea is for children to take on novel

texts, read them at once with a minimum

of support, and read many of them again

and again for independence and fluency.

CAUTION: • “Guided reading reminds us that

reading instruction isn’t just giving children practice reading. Rather, focused instruction at the point of need means more flexible grouping and more individual help.” – (Cunningham, et al., 1998)

CAUTION: Guided Reading is NOT just providing

good books and waiting for children to explore them. It is explicitly teaching skills and strategies in small group format with appropriate texts.

Why Do We Use Guided Reading?

• For students: – To improve fluency. – To make instruction more personalized. – To develop and use the strategies of an independent

reader. – To gain confidence in their ability to read alone. – To develop as individual readers while participating in a

socially supported activity.

• For teachers: – To observe each student closely while engaged in the

reading act.

Lets Compare… Traditional Reading Groups • Teacher might select book

that is at their instructional level.

• Teacher reads the title of the story.

• Children take turns reading each page in a round robin style.

• Teacher and children listen to other children read. Teacher will interject when necessary.

• After the reading children and teacher will discuss the book.

• Typically a fixed group.

Guided Reading • Teacher selects book that is

at a small groups instructional level.

• Teacher briefly introduces the story and points out some tricky words or features of the new level.

• Children begin reading at various times, softly or silently.

• Teacher listens in to individual children and coaches .

• After the reading children and teacher will discuss the book and teacher will give one teaching point that arose during reading.

• Guided reading groups change over time.

What Does GR Look Like?

• The teacher begins by giving a brief introduction of the book. • Conversational to allow the student to know

what the story is about. • The teacher should point out any character names and

a few words that might be tricky (but leave a few to figure out).

• With this introduction, students can focus on constructing meaning while using problem solving strategies to figure out words they don’t know, deal with tricky sentence structure, and understand new concepts of print.

What Does GR Look Like?

• Students read at their own pace. – The teacher asks the student to start reading

at various times. This allows the students to read the whole text on their own without reading just certain parts (taking turns).

– The teacher then listens in to individual students.

• During this time, the teacher is listening for any part of the text that might be giving the child difficulty.

• She might conference with the child if needed.

• When children finish they are to re-read the book until the teacher says stop.

What Does GR Look Like? • After the reading, the teacher explicitly teaches the

group one skill or strategy. – Emergent reading behaviors

– Self monitoring or self checking

– Use of all sources of information

– Self correction strategies

– Phrased, fluent reading

Essential Elements of Guided Reading

• T: Set a focus for the group.

• T: Select a text.

• T: Introduce the text.

• Ss: Read the text orally and individually.

• T and Ss: Discuss and revisit the text.

• T: Teach for processing strategies.

• Ss: Respond to the text.

Literature Based Approaches

• Emphasis: – Connecting stories to reader’s personal background

knowledge – Analyzing stories and selections for particular elements – Monitoring readers’ understanding of the reading

materials – Increasing background knowledge of readers

• Foundation: – Trade books—books not written primarily for

instructional purposes • Book talks

– Picture books, graphic novels, pop-up, pull-out, pull-tab, and glued in books

Concerns for Literature-Based Instruction

• Teachers have difficulty – determining the needed strategies and

skills are taught

– assessing progress

– knowing how to handle the struggling readers

Literature Based Approaches

• Four approaches: – Whole-class reading of

a core book – Literature circles with

multiple copies of several books

– Thematic literature units

– Individualized reading

• Common to ALL – Silent Sustained

Reading (SSR) – R5

• Read, relax, reflect, respond, and rap

– Sustained Quiet Reading, Writing, Drawing, and Sharing

– Misinterpretation of National Reading Panel

Whole-Class Reading of a Core Book

• Every reader has the same book chosen by the teacher because of the: – quality – book fits into the overall classroom curriculum – teacher personally likes book – book provides significant opportunities for talk

• Prereading activities – Readers share personal experiences related to the book – Activate information they possess about the topics or themes – Presentation by teacher on literary element important to book – Purposes for listening or reading set (predictions or questions)

Whole-Class Reading of a Core Book

• Initial or independent reading of book • Teacher reads aloud part or all of book: dependent on

difficulty of book and readers’ abilities • Silent reading by readers follows • Readers’ theatre introduction

• Between reading sessions • Write reactions to the story in literature logs

• Follow-up activities • Writing activities—compose another chapter of book,

another story, or character sketch for favorite character, retelling story through drama or using manipulatives, illustration of story sequence, story maps, application of knowledge gained from readings, read related material

Literature Circles

•Teacher chooses several books of multiple copies, introduces each one and has readers chose one to read

•Heterogeneous groups are formed once rapport developed

•Each group decides how much to read each time to finish in designated time (group leader)

•In groups the readers participate by doing the following:

•Silent reading, writing in and sharing literature logs, asking open-ended questions, discussing what was read, extension activities

•Evaluation of group members

Benefits of Thematic Literature Units

• Delves more deeply into ideas – Develops deeper

understandings – Develops connections

between ideas • Students see reasons for

classroom activities • supports or challenge a

position and think more deeply

• acquires an integrated knowledge base

• achieves depth and breadth of learning

• connects with real audiences

• Offers focus for instruction and activities

• Aids in development of metacognition (thinking about how we think)

• Promotes of positive attitudes toward reading and writing

• Saves time

Thematic Literature Units How-To’s

• Identify theme that can be enriched with literature

• Students and teacher construct web with subtopics that become the subjects of study for groups of students

• Locate materials for investigation • Share findings with the rest of the class

– Webbing—connect central topic or book to related ideas (See text pages 333 and 335)

– Textsets—books with same author, theme, topic, genre, or other

Individualized Reading Approach

Encourages children to move at their own paces through reading material they have chosen

Purpose: encourages independent reading, each child receives assistance in improving performance when needed

Characterisitics:

•Self-selection

•Self-pacing

•Strategy and skill instruction

•Recordkeeping

•Student-teacher conferences

•Sharing activities

•Independent work (better readers and older children benefit)

Setting Up an Individualized Reading Program

•Availability of a large supply of reading materials, covering a variety of reading levels and different interest areas

•Teacher should have read a wide variety of books so can easily check student comprehension

•Create a comprehension questions and answers file

•Create strategy- and skill-developing activities file

•Determination of each student’s reading level and interests

•Plan routines to follow in classroom:

--book checkout --individual file for each child

--conferences set up

--independent work at desks

--room arrangement


Purposes of student-teacher conferences:

•Help with book choices

•Check comprehension

•Check word recognition strategies and oral reading skills

•Give strategy and skill assistance

•Plan for sharing

Uses of individualized reading instruction: (make sure children are getting the instruction they need and not sitting through something they do not need)

•Coordinate with group instruction: group by skill difficulties to give help

•Alternate basal program with individualized program

•Exposure to different groups until all familiar with routine


• Advantages – Students have built-in

motivation to read books they have chosen themselves

– Students are not compared negatively with one another

– Each student has opportunity to learn to read at his or her own pace

– Student-teacher conferences create personal contact between teacher and students

– Reading books at comfortable reading levels develops fluency

– Students realize that reading is enjoyable

• Disadvantages – Teacher must have and

replenish a large quantity of reading material

– Need to schedule many individual conferences can create time problems

– Enormous amount of record keeping

– Program lacks sequential strategy and skill development

Language Experience Approach: LEA

• LEA interrelates the different language arts and uses the children’s experiences as the basis for reading materials. – All children have experiences that can be converted to

stories • Concrete experiences can be provided to help create the

stories • Stories developed by children:

– Motivational – More meaningful because language of the children used

» Effectively used for ELL children: provides material they can understand

Language Experience Approach LEA

•Advantages:

•Children see transformation of oral language to print including directionality, spacing between words, meanings, punctuation, and capitalization

•Children see relationships between reading and their oral language

•Teacher observations during dictation and reading provide diagnostic insights into children’s reading difficulties


• Implementation in Kindergarten: – Emphasize oral language can be recorded and

reconstructed – Process writing—choose topics, discussion,

drawing, and dramatic play before writing, drafts used

– Teaching of vocabulary, decoding, and comprehension skills

– Show-and-tell writing—invented spelling

Language Experience Approach-LEA

Implementation in the Primary Grades:

1. Participating in a common experience

2. Discussing the experience

3. Cooperative writing of the story on a chart, board, or a computer

4. Participation in extension activities related to the story

• Rereading story

• Finding words

• Matching sentences with sentence strips

• Word banks—word cards containing words a child has used in stories

• Used for sight vocabulary, word recognition skills, and develop comprehension skills

• Writing of Computer-generated stories

• Illustration of stories

• Sharing of stories

• Creation of books

Language Experience Approach-LEA

•Implementation in Higher Grades:

•Content area instruction:

•Writing the result of scientific experiments

•Comparing and contrasting people, things, or events

•Writing directions for performing a task

•Computer-generation important

•Enter stories easily, ease of revision without recopying

•Direct teaching of story structure during LEA helpful to older remedial learners

•Include revision and editing as natural extensions

LEA Advantages • Variety of modes of learning offers something to all

children – Auditory: dictation or read aloud – Kinesthetic: writing the stories – Visual: reading stories

• Promotes good self-concept – What they have to say is important enough to write down and

others interested • Promotes close contact between teacher and students • Remedial older learners and ELL consider this reading more

authentic than some of the remedial material exposed to in classroom

• Excellent way to provide variety of programs that are need to teach reading

LEA Disadvantages • Caution: Not to be only reading

approach used: – Limits development of reading skills in a

predetermined sequence – Lack of systematic repetition of new

words and lack of vocabulary control – Limitations of children’s background

limit reading content

LEA and Balanced Literacy

• How does this fit into balanced literacy? – Writing Workshop

• Interactive/shared writing

• Guided writing

• Independent writing – If used as an extension activity


1. Participating in a common experience

2. Discussing the experience 3. Cooperative writing of the story on

a chart, board, or computer 4. Participating in extension activities

related to the story


• Your Turn: Create an LEA for your third grade students who have just returned from a field trip to the fire station. Remember to include all the steps.

1. Participating in a common experience 2. Discussing the experience 3. Cooperative writing of the story on a chart,

board, or computer 4. Participating in extension activities related to

the story


• Jigsaw the sample lesson plan for LEAs. – Home team

– Expert teams • Unit-Set

• Instruction

• Closure-Assessment and Evaluation

• Supplemental Activities-Reflection of the Candidate

Programmed Instruction Used to offer individualized instruction

•Small sequential steps called frames are used

•Student responds to each frame and is instantly informed of correctness

•Presented to individual children

•Types:

•Print materials such as programmed texts

•Electronic format presented on computer

Programmed Instruction • Advantages:

– Child moves through the material at his or her own pace

– Branching programs provide greater individualization

– Provide follow-up reinforcement for instruction freeing up teacher from drill activities

• Disadvantages: – Does not teach complex

comprehension skills: analysis and interpretation

– Does not promote flexibility of reading rate

– Does not encourage student-to-student interaction

Computer Application

Types:

•Computer-assisted instruction (CAI) through use of software

•Computer-managed instruction (CMI)

•Word processing

•Database applications

•Literature presentations

The Eclectic Approach

No one reading method works for everyone. Research has shown that the teacher is the key factor in effective programs.

Eclectic approach combines desirable aspects of different methods…

•Examples of eclectic approach to reading:

•Language experience stories can be based on characters, events, or ideas in either trade books or basal stories

•Teacher supplement the basal reader approach by having children write “books about the book”

•Computer-assisted instruction can be used with any approach

•Alternate individualized reading approach with basal program

•Create thematic literature unit approach using pertinent basal stories and LEA

Your Turn • Choose two approaches that you

would use in your classroom and list three activities for each approach.

major approaches and materials for reading...

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