Module+3.1

"What Every SLMS Should Know about Research in Reading." Prepared by the SLMS Role in Reading Task Force. July 2009. PowerPoint.

Two Schools of Thought on Reading: -Encourages self-selection -Posits that free choice is directly related to reading engagement -Pushes for more access to resources and books as well as a healthy budget for acquisitions -Supports free choice of materials for both assigned and unassigned readings -Suggests adapting literature circles to information circles for inquiry (slide 5)
 * Free Voluntary

-Comprehension must be explicitly taught -Teachers do not receive sufficient training in how to teach comprehension (slide 3) -Allows for integration of comprehension strategies with inquiry learning (slide 6) -Supports giving students time to practice the skills -Goal is for students to be able to monitor and adjust their own reading; recognize when their is a breakdown and use fix-up strategies to regain meaning -Reading is thinking (slide 7)
 * Direct Instruction

-Rice, 1897, said direct instruction in spelling has limited effects. (This was surprising to me!) -Good writers delay editing until the final draft (Rose, 1985). {This wasn't new to me. I've never taught writing where students are expected to have everything correct the first time. It's always been, "just write." Editing comes later so as to avoid stalling the flow of writing.} -The Hammill, Larsen, & McNutt (1977) piece shocked me: There was no difference between 4th and 5th graders who had spelling instruction and those who did not (slide 9). { I wonder if this has changed since then. Where is the more current research that supports these really outdated hypotheses about reading & spelling?}
 * Reading-Spelling Connection

*Reading-Writing Connection -Students need to see selves as readers and writers. -Reading & writing are interdependent (slide 13) -Writing process can be integrated with inquiry process (slide 17) -Writing for the Reader Activity (slide 18-19)

-Dual language programs seem to benefit students
 * ELLs and Reading

-Boys are less fluent readers -Boys are more likely to read non-fiction, fantasy, science fiction, and adventure stories (slide 23) -A higher percentage of boys read for information than girls, yet girls read more than boys
 * Gender & Reading