Reading Instruction That Works, Fourth Edition: The Case for Balanced Teaching - Softcover

Pressley, Michael (Richard L. Allington, PhD, Department Of Theory And Practice In Teacher Education, University Of Tennessee, Knoxville); Allington, Richard L. (formerly Of The State University Of New York At Albany, USA)

Softcover

ISBN 10: 1462516807 ISBN 13: 9781462516803

Verlag: Guilford Publications, 2014

Inhaltsangabe

This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling.

New to This Edition

• Updated throughout to reflect important recent research advances.
• Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching.
• New and revised vignettes of exemplary teachers.
  

Über diesen Titel

Über die Autorinnen und Autoren

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Michael Pressley, PhD, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University until his death in 2006. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was the recipient of the 2004 E. L. Thorndike Award (from Division 15 of the American Psychological Association), the highest award given for career research accomplishment in educational psychology.

Richard L. Allington, PhD, is Professor of Literacy Studies in the Department of Theory and Practice in Teacher Education at the University of Tennessee. He has published over 150 articles, chapters, and books, and has twice received the Albert J. Harris Award from the International Reading Association (IRA) for an outstanding contribution to the understanding of the prevention and assessment of reading disabilities. Dr. Allington has served as president of both the IRA and the Literacy Research Association. He is a member of the Reading Hall of Fame.

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Reading Instruction That Works

The Case For Balanced Teaching

By Michael Pressley, Richard L. Allington

The Guilford Press

Copyright © 2015 The Guilford Press
All rights reserved.

ISBN: 978-1-4625-1680-3

Contents

Cover, 
Also from the Authors, 
Title Page, 
Copyright Page, 
About the Authors, 
Introduction to the Fourth Edition Richard L. Allington, 
Introduction to the Third Edition Michael Pressley, 
1 Skills Emphasis, Meaning Emphasis, and Balanced Reading Instruction: A Short History, 
2 Skilled Reading, 
3 Children Who Experience Problems in Learning to Read, 
4 Before Reading Words Begins, 
5 Learning to Recognize Words, 
6 Fluency, 
7 Vocabulary, 
8 Expert Literacy Teaching in the Primary Grades with Ruth Wharton-McDonald, 
9 The Need for Increased Comprehension Instruction, 
10 Motivation and Literacy, 
11 Concluding Reflections, 
Appendix: Landmarks in Development of Literary Competence (or, What Happens When), 
Author Index, 
Subject Index, 
About Guilford Press, 
Discover Related Guilford Books, 

CHAPTER 1

Skills Emphasis, Meaning Emphasis, and Balanced Reading Instruction

A Short History

Elementary reading instruction is a topic that has commanded a great deal of attention in recent years. A primary reason for this interest is that citizens today are flooded with information and much of that information is in a print version (newspapers, magazines, blog posts, Internet sites, etc.). A second reason for the attention is that survival today, in society and in the marketplace, depends heavily upon a literate citizenry. A third and final reason is the international evidence that the rank-ordering of American students' academic performance is gradually sliding downward in comparison to that of other industrialized nations. This third reason seems to be more related to other nations more rapidly improving the academic performance of their students as compared to American students. This is especially true in reading achievement, especially for the older (12th-grade) students, where performance has largely been stable since 1982.

However, contrary to the opinion of some that reading skills have declined over the past century, the evidence is simply overwhelming that more students read better today than they did at any point in the past and that reported levels of performance on international assessments underestimate the productivity of American schools and teachers (Carnoy & Rothstein, 2013). At the same time students in some other nations are improving their reading proficiencies at a faster rate than is the case for American students. Thus, we can observe that with the new Common Core State Standards (CCSS) guidelines the texts students are expected to read will become more challenging, as will the new assessments. The task facing American educators is to improve the quality of reading lessons offered in our schools such that virtually all students will attain these new and more challenging reading standards.

The central message of this text is that we know more about efficient literacy development and more about effective literacy instruction than we ever knew before. In fact, it looks as though we know enough that virtually all students could be reading on grade level, generally by the end of first grade. When the first edition of this book was written, educators were deeply engaged in what were known as the "reading wars." To a great extent those wars are now behind us unless one primarily pays attention only to the folks heavily invested in one approach or another. There remain a handful of folks who continue to argue for their favorite approach to teaching children to read. Some generate personal revenues from the products they tout. Others have invested their careers in promoting an approach and so continue their long-standing advocacy for that approach.

Such debates about the "best" way to teach children to read began more than a century ago, just as universal education opportunities became the norm. Once the vast majority of school-age children began attending school, questions about the preferred method for teaching children to read began to emerge and take the spotlight. The rapid development of commercial reading programs in the 1920s provided educators with various approaches to developing children into readers. The development of these multiple alternative approaches led to debates about which commercial programs were the better fit for the children.

The classic historical text on the history of reading instruction in America was first published in 1934 and then revised and updated in 1965. That text, American Reading Instruction (Smith, 1965), provides a rather complete examination of the various reading programs developed and used up until its publication. When reading that volume, it is easy to identify the tensions concerning the most effective approach to teaching children to read. Once American schools created a substantial market for commercial reading materials, literally hundreds upon hundreds of reading programs have been produced and sold to schools. These reading programs fall along a continuum with meaning-emphasis programs on one end and skills-emphasis programs on the other (see Figure 1.1).

What we have labeled as skills emphasis has other labels as well. Some use the term bottom-up approaches to describe the same approaches that we label as skills emphasis. Others use the term code emphasis, but that term too narrowly limits the focus to approaches for developing decoding skills. Left out of discussion of code-emphasis approaches is any focus on comprehension or even vocabulary development. Because there exists a research base for developing proficiencies related to decoding words and because a similar research base exists for developing both reading comprehension and vocabulary development, we use skills emphasis if only because the same folks who prefer explicit instruction in decoding also prefer explicit instruction in comprehension and vocabulary. From a skills-emphasis framework teachers must explicitly teach the various skills needed to become a reader. Skills-emphasis folks have a long list of specific skills that will need to be taught if they are to be acquired. Extensive instruction and practice, even in isolation, of these various skills are needed to foster reading development. In skills-emphasis approaches it is the skills framework that drives the lessons.

We label the other end of the continuum as the meaning-emphasis approach, while others label it the top-down approach or whole-language approach. No matter whether the proficiency to be developed is decoding, or comprehension, or vocabulary, folks on this end of the continuum want instruction to be initiated with the whole, not with some parts of the whole. In the case of reading, this usually means beginning with the story as told in the text or told by the student and transcribed by the teacher. After the whole is introduced, say the meaning-emphasis folks, then we will focus on the skills, if we ever focus on the skills. Skills, when they need to be taught, are best taught in the context of the story, not taught in isolation and not practiced on worksheets. Through extensive reading practice coupled with mostly minimal guidance, children become readers, and in the process they acquire the skills proficiencies they need. In the meaning-emphasis framework it is the text that is to be understood that drives...

Details zur Ausgabe

• Verlag: Guilford Publications
• Erscheinungsdatum: 2014
• Sprache: Englisch
• ISBN 10: 1462516807
• ISBN 13: 9781462516803
• Einband: Taschenbuch
• Auflage: 4
• Anzahl der Seiten: 487
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar