[NIFL-AALPD:252] Re: 10 principle of improving reading (for adults

From: David J. Rosen (DJRosen@theworld.com)
Date: Thu Apr 24 2003 - 08:08:27 EDT 

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From: "David J. Rosen" <DJRosen@theworld.com>
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Subject: [NIFL-AALPD:252] Re: 10 principle of improving reading (for adults
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Tom,

Perhaps you could explain why you posted this to the AALPD list.  While 
  it may be a good list of research principles for improving the reading 
achievement of America's children, it is off-focus for an adult literacy 
professional development list, isn't it.  Were you suggesting that these 
principles all apply to adults? Or were you posting this to point out 
the glaring omission of the effect of literate parents (especially 
mothers) on children's literacy? Or did you have something else in mind?


David J. Rosen

tom zurinskas wrote:
> Improving the Reading Achievement of America's
> Children: 
> 10 Research-Based Principles 
> 
> Center for the Improvement of Early Reading
> Achievement  (CIERA)
> University of Michigan School of Education Rm. 2002
> SEB
> http://www.ciera.org/library/instresrc/principles/index.html
> Last updated: Fri, Nov 15, 2002
> 
> 1. Home language and literacy experiences that lead to
> the development of key print concepts are plentiful
> among children who enter school prepared to learn to
> read. Joint book reading with family members helps
> children develop a wide range of knowledge that
> supports them in school-based reading. Once students
> are in school, parental help in the form of modeling
> good reading habits and monitoring homework and
> television viewing is associated with gains in student
> achievement. Programs that assist families in
> initiating and sustaining these sorts of activities
> show positive benefits for children's reading
> achievement. 
> 
> 2. Preschool programs are particularly beneficial for
> children who do not experience informal learning
> opportunities in their homes.  These preschool
> experiences include opportunities to listen to and
> examine books, say nursery rhymes, write messages, and
> see  and talk about print. Such preschool experiences
> lead to improved reading achievement in the school
> years, with some effects proving durable through grade
> 3. 
> 
> 3. Skills that predict later reading success can be
> promoted through a variety of classroom language and
> meaningful reading and writing events in kindergarten
> and grade 1. The two most powerful of these predictors
> are letter-name knowledge and phonemic awareness (the
> conscious awareness of the sounds in spoken words).
> Instruction that promotes phonemic awareness engages
> children in hearing and blending sounds. Activities
> that promote this attention to sounds can be
> motivating and playful for young  children, including
> oral renditions of rhymes, poems, and songs, as well
> as writing their own journals and messages. Such
> instruction has demonstrated positive effects on
> primary-grade reading achievement, especially when it
> is coupled with letter-sound instruction. 
> 
> 4. Primary-level instruction that supports successful
> reading acquisition is consistent, well-designed, and
> focused. Teachers lead lessons where children receive
> systematic word recognition instruction on common,
> consistent letter-sound relationships and important
> but often unpredictable high-frequency words, such as
> the and what. Teachers ensure that children become
> adept at monitoring the accuracy of their reading as
> well their understanding of texts through instruction
> in strategies such as predicting,  inferencing,
> clarifying misunderstandings, and summarizing.
> Instructional activities that promote growth in word
> recognition and comprehension include repeated reading
> of text, guided reading and writing, strategy lessons,
> reading aloud with feedback, and  conversations about
> texts children have read. 
> 
> 5. Primary-level classroom environments in successful
> schools provide opportunities for students to apply
> what they have learned in teacher-guided instruction
> to everyday reading and writing. In these classrooms,
> teachers read books aloud and hold follow-up
> discussions, children read independently every day,
> and children write stories and keep journals. These
> events are monitored frequently by teachers, ensuring
> that time is well spent and that children receive
> feedback on their efforts. Teachers design these
> events carefully, using information from ongoing
> assessment of children's strengths and needs as the
> primary basis for new activities. 
> 
> 6. Cultural and linguistic diversity among America's
> children reflects the variations within the
> communities and homes in which they live and is
> manifest in differences in their dispositions toward
> and knowledge about topics, language, and literacy.
> Effective instruction includes assessment,
> integration, and extension of relevant background
> knowledge and the use of texts that recognize these
> diverse backgrounds. The language of children's homes
> is especially critical for schools to build on when
> children are learning to speak, listen to, write, and
> read English. There is considerable evidence that the
> linguistic and orthographic knowledge students acquire
> in speaking and reading their first language predicts
> and transfers to learning to read a second language.
> When teachers capitalize on the advantages of
> bilingualism or biliteracy, second language reading
> acquisition is significantly enhanced. 
> 
> 7. Children who are identified as having reading
> disabilities benefit from systematic instruction, but
> not at the cost of opportunities to engage in
> meaningful reading and writing. These children profit
> from the same sort of well-balanced instructional
> programs that benefit all children who are learning to
> read and write. Programs are characterized by
> intensive one-on-one or small-group instruction,
> attention to both comprehension and word recognition
> processes, thoroughly individualized assessment and
> instructional planning, and extensive experiences with
> an array of texts. 
> 
> 8. Proficient reading in third grade and above is
> sustained and enhanced by programs that adhere to four
> fundamental features: (1)  deep and wide opportunities
> to read, (2) the acquisition of new knowledge and
> vocabulary, partially through wide reading but also 
> through explicit attention to acquiring networks of
> new concepts through instruction, (3) an emphasis on
> the influence that the kinds of  text (e. g. , stories
> versus essays) and the ways writers organize
> particular texts has on understanding, and (4)
> explicit attention to  assisting students in reasoning
> about text. 
> 
> 9. Professional opportunities to improve reading
> achievement are prominent in successful schools and
> programs. These opportunities allow teachers and
> administrators to analyze instruction, assessment, and
> achievement, to set goals for improvement, to  learn
> about effective practices, and to participate in
> on-going communities in which participants
> deliberately try to understand both  successes and
> persistent problems. 
> 
> 10. Entire school staffs, not just first-grade
> teachers, are involved in bringing children to high
> levels of achievement. In successful schools, goals
> for reading achievement are clearly stated, high
> expectations for children's attainment of these goals
> are shared with  all participants, instructional means
> for attaining these goals are articulated, and shared
> assessments are used to monitor children's  progress.
> Instructional programs in successful schools may have
> many different components, including a range of
> materials and technology, but they maintain a focus on
> reading and writing. Successful programs extend into
> the home by involving parents in their children's
> reading and homework. Community partnerships,
> including volunteer tutoring programs, are common in
> such schools. 
> 
> Reported research comes from a line of work previously
> or currently supported by funds from the U. S.
> Department of Education. 
> 
> --------------------------------------------------------------------------------
> 
> References
> 1. Home Language & Literacy Experiences
> 
> Baker, L. , Scher, D. , & Mackler, K. (1997). Home &
> family influences on motivations for reading.
> Educational Psychologist, 32, 69–82. 
> 
> Bus, A. G. , van IJzendoorn, M. H. , & Pellegrini, A.
> D. (1995). Joint book reading makes for success in
> learning to read: A meta-analysis  on
> intergenerational transmission of literacy. Review of
> Educational Research, 65, 1–21. 
> 
> Neuman, S. B. (1996). Children engaging in storybook
> reading: The influence of access to print resources,
> opportunity, & parental  interaction. Early Childhood
> Research Quarterly, 11, 495–513. 
> 
> 2. Preschool Programs
> 
> Campbell, F. A. , & Ramey, C. T. (1995). Cognitive &
> social outcomes for high-risk African-American
> students at middle adolescence:  Positive effects of
> early intervention. American Educational Research
> Journal, 32, 743–772. 
> 
> Dickinson, D. K. , & Smith, M. K. (1994). Long-term
> effects of preschool teachers' book readings on
> low-income children's vocabulary &  story
> comprehension. Reading Research Quarterly, 29,
> 105–120. 
> 
> Whitehurst, G. J. , Epstein, J. N. , Angell, A. L. ,
> Payne, A. C. , Crone, D. A. , & Fischel, J. E. (1994).
> Outcomes of an emergent literacy  intervention in Head
> Start. Journal of Educational Psychology, 86, 542–555.
> 
> 
> 3. Skills That Predict Later Reading Success
> 
> Cunningham, A. E. (1990). Explicit instruction in
> phonemic awareness. Journal of Experimental Child
> Psychology, 50 429–444. 
> 
> Fielding-Barnsley, R. (1997). Explicit instruction in
> decoding benefits children high in phonemic awareness
> & alphabet knowledge.  Scientific Studies of Reading,
> 1, 85–98. 
> 
> Phillips, L. M., Norris, S. P., & Mason, J. M. (1996).
> Longitudinal effects of early literacy concepts on
> reading achievement: A kindergarten intervention &
> five-year follow-up. Journal of Literacy Research, 28,
> 173–195. 
> 
> 4. Primary-Level Instruction
> 
> Adams, M. J. (1990). Beginning to read: Thinking &
> learning about print. Cambridge, MA: MIT Press. 
> 
> Hiebert, E. H., Colt, J. M., Catto, S. L., & Gury, E.
> C. (1992). Reading & writing of first-grade students
> in a restructured Chapter I program.  American
> Educational Research Journal, 29, 545–572. 
> 
> Ross, S. M. , Smith, L. J. , Casey, J. , & Slavin, R.
> E. (1995). Increasing the academic success of
> disadvantaged children: An examination of alternative
> early intervention programs. American Educational
> Research Journal, 32, 773–800. 
> 
> 5. Primary-Level Classroom Environments
> 
> Morrow, L. M. (1992). The impact of a literature-based
> program on literacy achievement, use of literature, &
> attitudes of children from  minority backgrounds.
> Reading Research Quarterly, 27, 250–275. 
> 
> Purcell-Gates, V. , McIntyre, E. , & Freppon, P.
> (1995). Learning written storybook language in school:
> A comparison of low-SES children in skills-based &
> whole language classrooms. American Educational
> Research Journal, 32, 659–685. 
> 
> Pressley, M. , Rankin, J. , & Yokoi, L. (1996). A
> survey of instructional practices of primary teachers
> nominated as effective in promoting literacy. The
> Elementary School Journal, 96, 363–384. 
> 
> 6. Cultural and Linguistic Diversity
> 
> August, D. , & Hakuta, K. (Eds. ). (1997). Improving
> schooling for language minority children: A research
> agenda. Washington, DC:  National Academy Press. 
> 
> Fitzgerald, J. (1995). English-as-a-second-language
> learners' cognitive reading processes: A review of
> research in the U. S. Review of  Educational Research,
> 65, 145–190. 
> 
> Jimιnez, R. T. , Garcia, G. E. , & Pearson, P. D.
> (1996). The reading strategies of Latina/o students
> who are successful readers:  Opportunities &
> obstacles. Reading Research Quarterly, 31, 90–112. 
> 
> 7. Children With Reading Disabilities
> 
> Englert, C. S. , Garmon, A. , Mariage, T. V. ,
> Rozendal, M. S. , Tarrant, K. L. , & Urba, J. (1995).
> The Early Literacy Project: Connecting  across the
> literacy curriculum. Learning Disability Quarterly,
> 18, 253–275. 
> 
> Vellutino, F. R. et al. (1996). Cognitive profiles of
> difficult-to-remediate & readily remediated poor
> readers: Early intervention as a  vehicle for
> distinguishing between cognitive & experiential
> deficits as basic causes of specific reading
> disability. Journal of  Educational Psychology, 88,
> 601–638. 
> 
> Wasik, B. A. , & Slavin, R. E. (1993). Preventing
> early reading failure with one-to-one tutoring: A
> review of five programs. Reading  Research Quarterly,
> 28, 178-200. 
> 
> 8. Reading In Grade Three and Above
> 
> Anderson, R. C. , Wilson, P. T. & Fielding, L. G.
> (1988). Growth in reading & how children spend their
> time outside of school. Reading  Research Quarterly,
> 23, 285–303. 
> 
> Beck, I. L. , McKeown, M. G. , Sandora, C. , Kucan, L.
> , & Worthy, J. (1996). Questioning the author: A
> year-long classroom  implementation to engage students
> with text. The Elementary School Journal, 96, 385–414.
> 
> 
> Guthrie, J. T. et al. (1996). Growth of literacy
> engagement: Changes in motivations & strategies during
> concept-oriented reading  instruction. Reading
> Research Quarterly, 31, 306–325. 
> 
> 9. Professional Development
> 
> Louis, K. S. , Marks, H. M. , & Kruse, S. (1996).
> Teachers' professional community in restructuring
> schools. American Educational  Research Journal, 33,
> 757–798. 
> 
> Peterson, P. L. , McCarthey, S. J. , & Elmore, R. F.
> (1996). Learning from school restructuring. American
> Educational Research Journal, 
> 33, 119–153. 
> 
> Sacks, C. H. , & Mergendoller, J. R. (1997). The
> relationship between teachers' theoretical orientation
> toward reading & student  outcomes in kindergarten
> children with different initial reading abilities.
> American Educational Research Journal, 34, 721–739. 
> 
> 10. School-Wide Programs
> 
> Invernizzi, M. , Rosemary, C. , Juel, C. , & Richards,
> H. (1997). At-risk readers & community volunteers: A
> three-year perspective.  Scientific Studies of
> Reading, 1, 277–300. 
> 
> Smith, L. J. , Ross, S. M. & Casey, J. (1996).
> Multi-site comparison of the effects of Success for
> All on reading achievement. Journal of  Literacy
> Research, 28, 329–353. 
> 
> Teddlie, C. , & Stringfield, S. (1993). Schools make a
> difference: Lessons learned from a 10-year study of
> school effects. New York:  Teachers College Press. 
> 
> --------------------------------------------------------------------------------
> 
> The work reported herein was supported under the
> Educational Research and Development Centers Program,
> PR/Award Number R305R70004, as administered by the
> Office of Educational Research and Improvement, U. S.
> Department of Education. However, the contents do not
> necessarily represent the positions or policies of the
> National Institute on Student Achievement, Curriculum,
> and Assessment or the National Institute on Early
> Childhood Development, or the U. S. Department of
> Education, and you should not  assume endorsement by
> the Federal government
> 
> Last updated: Fri, Nov 15, 2002
> 
> Center for the Improvement of Early Reading
> Achievement University of Michigan School of Education
> Rm. 2002 SEB
> 610 E. University Ave.  Ann Arbor, MI 48109-1259
> Phone: (734) 647-6940 Fax: (734) 615-4858
> ciera@umich.edu
> 
> 
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