Research-Based Methods of Reading Instruction, Grades K-3

Research-Based Methods of Reading Instruction, Grades K-3

Research-Based Methods of Reading Instruction, Grades K-3

Research-Based Methods of Reading Instruction, Grades K-3

Synopsis

What does research tell us about how teachers can most effectively help young students learn to read? In Research-Based Methods of Reading Instruction, Grades K-3, Sharon Vaughn and Sylvia Linan-Thompson explore the research on reading, providing a comprehensive overview of the five core instructional areas and how each affects student achievement: - Phonemic awareness - Phonics and Word Study - Fluency - Vocabulary - Comprehension The authors include dozens of reading activities and lesson plans that teachers can use immediately, all of which have worked in actual classrooms and are grounded in solid research. A glossary and annotated resource lists will help you better understand key reading concepts and find reliable resources, including relevant Web sites. Whether your students have special needs or show no apparent learning difficulties, this book will expand your repertoire of teaching strategies and help you put students on the road to literacy.

Excerpt

This book is designed to show teachers what we learned from science-based reading research, and how they can best use that research to teach initial reading effectively. It is also designed to provide dozens of classroom activities that promote reading, drawn from practices that have been successful in actual classrooms and are based on solid research. The material in this book can be used with all students regardless of any special issues or needs, including those with dyslexia, at-risk for reading problems, or who simply require additional instruction to become successful readers.

Who benefits from scientifically based approaches to reading? Everyone! Recent National Assessment of Educational Progress (NAEP) reports state that as many as 38 percent of all 4th graders cannot read well enough to comprehend a simple children's book (2003). Without science-based approaches to reading, students with reading or language difficulties, attention or learning problems, a specific disability related to reading, and limited proficiency in English also risk being left behind.

Many students will learn to read as long as teachers use a substantial and consistent approach. We can optimize learning for students by using approaches that are validated by research. This book provides teachers and administrators with the essential elements of proven reading methods, and with classroom lessons for teaching them. The essential elements identified in this book—phonemic awareness, phonics/word study, fluency, vocabulary, and comprehension—and the corresponding classroom activities relate both to Reading First and to the No Child Left Behind Act of 2001.

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