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Adolescent Reading Failure: Research Summary and Recommendations.
The following Reading Next document is generally regarded as the most credible summary of the research and associated recommendations on preventing and treating adolecent reading failure. This document provides specific recommendations for both the teaching methods and the curriculum content. For those who enter junior high and high school failing in reading, the needed investments in the instructional time and the intensity of instruction are rarely available.
Link to Reading Next Report
Biancarosa, G., & Snow, C. E. (2004). Reading next--AVison for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. (52 pages). |
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Preventing Reading Failure.
The following article identifies the specific causes and suggested interventions needed to prevent reading failure in a timely and effective manner. The author, Joseph Torgesen, addresses the consequences of early reading failure and notes that for those who fall behind in the first three grades, most will never catch up to their peers. Indeed, only 20% of those who fall behind in the early grades will catch their peers. For the other 80% the gap between themselves and their peers will continue to increase with each grade without the effective interventions documented in this article.
Link to Prevention-JoeT-Reading
Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-24.
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Put Reading First: The Research Building Blocks for Teaching Children to Read.
This guide summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report.
Analysis and discussion are provided in five areas:
(a.) phonemic awareness, (b.) phonics, (c.) fluency, (d.) vocabulary, and (e.) text comprehension.
Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, and describes proven strategies for teaching reading skills.
Link to Put Reading First Booklet.
Put Reading First: The Research Building Blocks for teaching Children to Read. Center for the Improvement of early Reading Achievement (CIERA). Washington DC. Second Edition June 2003 (56 pages). |
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Research on Reading from the NICHD.
In 1965, the National Institute of Child Health and Development (NICHD) began a long-term systematic, research program that generated most of the recommendations that guide present federal and state programs to prevent and treat reading difficulties. The author, Bonita Grossen, has summarized these research outcomes in very practical terms for the National Right to Read Foundation (NRRF). The article contains research-based curriculum sequences to help teachers make decisions on instructional materials and preventive practices.
Link to A Synthesis of Research on Reading from the NICHD
Grossen, B. (1997). A synthesis of research on reading from the National Institute of Child Health and Human Development. National Right to Read Foundation. Washington DC (14 pages). |
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A Parent Guide to Research-Based Reading Instruction: The Booklet.
This booklet contains: (a.) A short summary of what scientific research says about how children lear to read, (b.) Things you can do as parents, grandparents and caregivers, and (c.) a listing of what your child should be able to do at the end of kindergarten, first grade, second grade, and third grade.
Link to Parent Reading Resource Book
Proven Ideas from the Research for parents: A Child Becomes a reader.Kindergarten Through Grade 3. U.S. Department of Education. Washington DC. Second Edition 2003.
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A Parent Guide to Research-Based Reading Instruction: The Brochure.
Both professional practices and state and federal special education regulations require on-going collaboration between teacher and parents. The following guide for parents shares the findings from the research that provide the basis for diagnosis, prescription, treatment and evaluation of reading instruction. Student interests are best served when teachers and parents are members of the instructional team. This four page brochure identifies specific ways parents can support reading instruction and lists additional resources.
Link to Put Reading First -- Parent Guide
Put Reading First: Helping Your Child to read. A Parent Guide Preschool through Grade 3. U.S. Department of Education. Washington DC. 2003. |
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Teacher Self-Evaluation Checklist: Time Management.
This checklist allows teachers to monitor and systematically improve their classroom time management skills. The checklist provides for the ongoing monitoring of teaching skills including: alloted time, engaged time, Individual engaged time, teacher use of time, and academic learning time.
Link to Time Management Eval.
Self-Evaluation Checklist: Time Management from Research Into Practice: Implementing Effective teaching Strategies. Alan Hofmeister. Academic Success for All learners. Logan Utah, 2006.
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Teacher Self-Evaluation Checklist: Teaching Functions.
This Checklist allows teachers to monitor and systematically improve their classroom time management skills. The checklist provides for the ongoing monitoring of teaching skills including: daily reviews, new content, independent practice, Comprehensive mastery testing, and homework.
Link to Teaching Functions Eval.
Self-Evalaution Checklist: Teaching Functions from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006. |
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Teacher Self-Evaluation Checklist: Academic Feedback.
This checklist allows teacher to monitor and improve their academic feedback skills. The checklist supports teachers efforts to (a.) increase student opportunities to receive helpful feedback, (b.) improve teacher questions, (c.) improve teacher questions, student responses, (d.) improve teacher reactions to student responses, and (e.) improve the clarity of teacher questions.
Link to Academic Feedback Eval.
Self-Evaluation Checklist: Academic Feedback from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006.
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Teacher Self-Evaluation Checklist: Academic Monitoring.
This checklist supports teacher effort to evaluate and improve their academic monitoring skills. Our best teacher monitor student outcomes and use this student information to imrove classroom instruction. The checklist addresses teacher skills in: (a.) assignment clarification, (b.) assignment follow-up, (c.) seatwork monitoring, (d.) daily monitoring, and (e.) instructional alignment.
Link to Academic Monitoring Eval.
Self-Evaluation Checklist: Academic Monitoring from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006. |
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Teacher Self-Evaluation Checklist: Classroom Management.
This checklist supports teacher efforts to monitor and improve their classroom management skills. This checklist assumes that the skills in the previous checklists are implemented and recognizes that most behavior management problems are prevented by consistent student success experiences in the core curriculum. The checklist evaluates skills in: 9a.) instrctional strengths, (b.) setting and implementing rules, (c.) prevention, (d.) appropriate behavior recognition, and (e.) the limited use of reprimands.
Link to Classroom Management Eval.
Self-Evaluation Checklist: Classroom Management from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All learners. Logan Utah, 2006. |
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Ten Myths of Reading Instruction.
For the teacher searching for the most effective reading instruction practices, the previously listed documents provide examples of proven research-based practices. Many of these practices are mandated by federal and state requirements. Unfortunately, the field of education has been plagued by faddish practices that, while initially appealing, have contributed to student reading failures. These non-examples, have often come seductively packaged by national organizations and some university and state sources. Sebastian Wren of the Southwest Educational Laboratory has documented the "top ten ...... most damaging myths and misconceptions about reading instruction."
Link to Ten Myths of Reading Instruction
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Link to Three Tier Model
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Immediate Intensive Interventions: Organizing Schools and Classrooms.
In this PowerPoint presentation Stuart Greenberg identifies and discusses the major causes of reading failure and identifies the post powerful interventions to prevent and treat reading failure. For preventing and treating reading fail Greenburg streeses: (a.) increasing the quality and consistency of instruction in every K-3 classroom, (b.) conducting timely assessments to identify and treat struggling readers, and (c.) providing high quality, intensive intereventions to help struggling readers catch up with their peers.
Link to Stuart Greenberg PowerPoint-July 2005.
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Fun Time - need a Break - try these.
ERICAutism-ResearchSummary
AAP News Release - Autism
Evidence That Tutoring Works
Link to SEDL Guide: Secondary Reading
