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Elements
of Effective Teaching
Report
from Alliance for Excellent Education by Giana Biancarosa and Catherine Snow for
Carnegie Institute.
The following
are direct quotes from this report, published in
2004.
To move from Reading
First for grades K-3 and addressing the next level, grades 7 to
12, is called
Reading Next.
The following
elements describe the comprehensive approach to developing skills as used by
Read Kwik for 35+ years. Our decoding system allows instructors to
implement a wide range of reading skills.
Read Kwik strongly
suggests that half of the teacher/student interaction occurs while reading
orally and implementing silent reading when appropriate.
Fifteen Elements of
Effective Adolescent Literacy Programs:
1.
Direct explicit comprehension instruction, which is instruction in the
strategies and processes that proficient readers use to understand what they
read, including summarizing, keeping track of one's own understanding, and a
host of other practices.
2.
Effective instructional principles embedded in content,
including language arts teachers using content-area texts and content-area
teachers providing instruction and practice in reading and writing skills
specific to their subject area.
3.
Motivation and self-directed learning, which includes
building motivation to read and learn and providing students with the
instruction and supports needed for independent learning tasks they face
after graduation.
4.
Text-based
collaborative learning, which involves students interacting with one another
around a variety of texts.
5.
Strategic
tutoring, which provides students with intense individualized reading, writing,
and content instruction as needed.
6.
Diverse texts, which are texts
at a variety of difficulty levels and on a variety of topics.
7.
Intensive writing, including instruction connected to
the kinds of writing tasks students will have to perform well in high school and
beyond.
8.
A technology component which
includes technology as a tool for and a topic of literacy instruction.
9. On-going
formative assessment of students, which is informal; often daily assessment of
how students are progressing under current instructional practices.
10. Extended time for literacy,
which includes approximately two to four hours of literacy instruction and
practice that takes place in language arts and content-area classes.
11. Professional development that
is both long term and ongoing.
12. Ongoing summative assessment
of students and programs, which is more formal and provides data that are
reported for accountability and research purposes.
13. Teacher teams, which are
interdisciplinary teams that meet regularly to discuss students and align
instruction.
14. Leadership, which can come
from principals and teachers who have a solid understanding of how to
teach reading and writing to the full array of students present in
schools.
15. A comprehensive and
coordinated literacy program, which is interdisciplinary and may even coordinate
with out-of- school organizations and the local community.
Supporting Evidence
The following statement is also
contained on our Research page:
"
Adults with reading problems exhibit the same characteristics exhibited by
children with reading problems." (National
Reading Council)
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