proficient reader research lindsey m. cunningham ee 526 university of west alabama
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Proficient Reader ResearchLindsey M. Cunningham
EE 526
University of West Alabama
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ICE BREAKER:MAROONED
Are We Collaborating?
.
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“The ultimate beneficiaries of education research must be children, not the researchers themselves. Enlightened educators look to education research for well-founded evidence to help them do a better job with the children they serve” (Slavin, 2004).
Research-Based Best Practices
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Reading ability can be defined as the efficiency to draw meaning from the printed page and interpret this information appropriately.
How Can We Define Reading Ability?
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What do we know about Reading Proficiency?
Proficient Readers use the following strategies:
1. Inferring
2. Questioning
3. Picturing
4. Recalling prior knowledge
5. Synthesizing
6. Flexing
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*We give them many chances to interpret material where they must create an answer by considering the clues or evidence provided.
*We lead them through the thought process.
*We ask them to practice with pictures, reading passages, and numbers.
Inferring:
How do we teach our students to find what is missing?
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*We introduce them to question types.
*We give them practice using each question type.
*We confront them with challenges that require question combinations.
*We surprise them with challenges they have never seen before.
Questioning:
How do we teach our students to be successful questioners?
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Questioning: continued*We make wonder and surprise a daily event.
*We teach them persistence, resourcefulness, and inventiveness.
*We give them practice mapping out questions before they actually gather information or read passages.
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*We give them practice describing images.
*We read stories with vivid description aloud and ask students to picture what they have heard.
*We show students how to map out their own ideas and searches.
*We ask students to convert passages by other writers into mind maps.
*We show students how to view long articles as clusters of ideas.
Picturing:
How do we teach our students to make powerful use of their mind’s eye?
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*Beading
*Puzzling
*Cooking
*Fabricating or Manufacturing
*Inventing
*Weaving
Synthesizing:
How do we teach our students to mix, match, combine, and weave ideas into something new?
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We can also teach our students strategies for synthesizing by using the word SCAMPER!
S=substituteC=combineA=adjustM=modify or magnifyP=put to other usesE=erase or eliminateR=reverse
Synthesizing—continued
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*We teach our students that frustration is a natural and common phase in the creative process.
*We give our students perplexing predicaments and dilemmas as well as puzzles and mysteries instead of restricting them to one-sided problems.
*We make sure students understand the value of thinking!
Flexing:
How do we teach our students to try lots of different strategies and approaches when facing a thinking challenge?
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*Make reading for meaning a priority.
*Make time, daily, for these kinds of reading challenges.
*Present challenges in oral and written format.
*Time management
How do we make these challenges enjoyable on a daily basis?
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References
(2001) Read Strong: Nurturing Love of Literacy. Retrieved from http://www.google.com/imgres?imgurl=http://myweb.stedwards.edu/mikekb/ReadStrong/images/motivation.jpg&imgrefurl=http://myweb.stedwards.edu/mikekb/ReadStrong/nutureloveparents.html
Allington, Richard L. (2011). What Really Matter For Struggling Readers: Designing Research-Based Programs. University of Tennessee, Knoxville: Allyn and Bacon Publishers
Armbruster, B.B., Lehr, F., Osborn. (2001) Put Reading First: The Research Building Blocks for Teaching Children to Read. Retrieved from http://www.mifl.gov Glaeser, Patricia. (2012). Ice Breaker Activities for Teacher Professional Development. Retrieved from http://www.ehow.com/info_8254687_ice-activities-teacher-professional-development.html
Harvey, Stephanie. (2004). Powerful Questioning, Good Intelligence, and Right Thinking,. Retrieved from http://questioning.org/tests/beating.html
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse Publishers