![]() ![]() Scaffolds learning: easier content is taught before harder content, sounds are taught before stop sounds, and high-frequency words before low frequency.Prevents assumptions: Teachers assess and address each learner’s specific reading needs and do not assume students’ prior knowledge.Instruction follows a specific sequence of letters, followed by words and sentences. Reduces guessing: To build reading skills, students are told the correct method from the start.Ensures equity: Everychild utilizing these methods has an equal opportunity to learn to read well.When reading is directly and explicitly taught it: Listed below are its key components.ĭirect and Explicit Instruction: There is a large body of research about effective reading instruction. ![]() Science of Reading: Major Featuresįocused on supporting educators in facilitating effective literacy instruction, the science of reading distills five decades of research into easily implemented strategies. This disconnect prompted the Reading League to push forward with the science of reading-a reminder of what works, with a focus on application in schools. Related resource: Tackle Literacy Inequities Using Assessments and the Science of Reading While the official report was published in 2000, the “big 5” findings are, unfortunately, still not taught in all schools of education. The panel found that effective reading instruction addresses five key areas: In 1999, Congress convened the National Reading Panel to evaluate existing research and determine the most effective, evidence-based methods for teaching students to read. The s cience of reading -a term first coined by The Reading League-represents an interdisciplinary body of research about what constitutes scientifically-based reading instruction.ĭrawing from sciences including cognitive psychology, communication, education, and developmental psychology, the science of reading is based upon how we learn to read and the best way to teach it. In response, state and local education agencies are prioritizing the “science of reading”. Recent school disruptions have only contributed to the issue. students were unable to read at grade level. Prior to the onset of the pandemic, nearly two-thirds of U.S. While the research base for effective reading instruction has existed for decades, unproven strategies are still being used in many schools-contributing to glaring inequities that have impacted trajectories and outcomes. ![]()
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