There’s been a lot of concern about phonics instruction in recent months, sparked by an illuminating new audio documentary. But there’s another aspect of reading—comprehension—that is equally crucial, and teacher training in that area is even more problematic.
The brief quotations introducing each of the following teaching-moves sections are drawn from a list of frequently observed instructional approaches in classrooms of strategic teachers (Pressley, El-Dinary, Gaskins, et al., 1992, p.528).
Direct instructing and explaining: Verbal input about what will happen in a lesson, what the goals are, why it's being done, how it will help students, and what the roles of teachers and students will be during the lesson
Modeling: The act of thinking aloud regarding cognitive processing as well as engaging in observable behaviors, such as note taking, producing a graphic organizer, writing a summary, or looking up something in a book or on the Internet
Giving directions: Unambiguous and concise verbal input that seeks to give students a way to get from where they are at the beginning of a lesson, task, or unit to the achievement of a specific task or outcome; provides wait time for students to process directions, time for students to respond, and opportunities to ask clarifying questions
Scaffolding: A process that enables students to solve problems, carry out tasks, or achieve goals that would otherwise be impossible without teacher modeling, prompting, and support
Coaching: Asking students to think aloud, cueing them to choose a strategy that has been taught thus far to solve a reading problem, delivering mini-lessons where needed, and giving feedback to students
Attributing: Communicating to students that their accomplishments are the result of their strategic approach to reading rather than their intelligence or ability
Constructing meaning: Working collaboratively with students to extract and construct multiple meanings from text
Motivating-Connecting: The component of instruction that seeks to generate interest, activate prior knowledge, and connect instruction to the real world or the solution of real problems
Recapping: The act of summarizing what has been concluded, learned, or constructed during a given discussion or class period as well as a statement of why it is important and where it can be applied or connected in the future
Annotating: The act of adding additional information during the course of reading or discussion — information that students do not have but need in order to make sense of the text
Assessing-Evaluating: Determining what students have learned and where instruction needs to be adjusted and adapted by assessing, both formally and informally
Facilitating: Thinking along with students and helping them develop their own ideas, rather than managing their thinking, explaining ideas, and telling them what and how to do something ...
Dyslexia Live Happy New Year! We are excited to share a new trailer for our upcoming documentary film "Our Dyslexic Children" now in post-production that shares the story of how an Upper Arlington, Ohio parent group revolutionized early literacy instruction in their school district.
We have interviewed over 50 people and have over 100 hours of footage. We have traveled coast to coast, visiting Washington D.C., Marin County California and all around the Midwest to capture important insight to bring awareness to the local Dyslexia challenge, all to include in this documentary film.
The full Our Dyslexic Children documentary will be premiering on Dyslexia.Live with a target world-release date of Spring 2019.
Please watch this trailer and share it with your friends, family and colleagues.
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