Explicit Instruction in Core Reading Programs

Autor/inn/en	Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.
Titel	Explicit Instruction in Core Reading Programs
Quelle	In: Elementary School Journal, 114 (2014) 3, S.406-430 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/674420
Schlagwörter	Direct Instruction; Reading Instruction; Reading Programs; Content Analysis; Grade 1; Grade 3; Grade 5; Phonemic Awareness; Phonics; Vocabulary; Reading Comprehension; Reading Fluency; Discussion (Teaching Technique); Modeling (Psychology); Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseunterricht; Inhaltsanalyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Wortschatz; Leseverstehen; Modeling; Modelling; Modellierung
Abstract	The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10