Reading instruction in first-grade classrooms: Do basals control teachers?

This study describes first-grade teachers beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from four districts were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in their reading instruction. Six teachers enhanced their basal use with additional skills and 1 teacher relied on skills only in her reading instruction. This diversity\u27 of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framework developed by Belenky, Clinchy, Goldberger, and Tarule (1986) was used to categorize teachers\u27 ways of knowing. The findings showed 1 teacher to be a silent knower, 6 were received knowers, 1 was a subjective knower, 7 were procedural knowers, and 1 was a connected knower. Results challenge Shannon\u27s (1987) hypothesis that basals deskill teachers while supporting Sosniak and Stodolskv\u27s (1993) view that teachers are more autonomous in their use of textbook materials

Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation.

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed

Journal Staff

The aim of this study is to investigate the effect of an intervention that focuses on phonics, decoding, reading speed and phonological awareness for 8-9 year old children in reading difficulties. Participants were selected on the basis of screening test results in grade one (decoding and reading comprehension). The participants were divided into two groups, an intervention group (A1, n=10 children) and a control group (A2, n=10). A1 received 30 minutes of intense reading instruction every day for six weeks from special educational needs teachers on top of their usual classroom based reading instruction. The control group received only their usual classroom-based reading instruction. Both groups completed a pre-intervention test and a post-intervention test to determine the effect of the intervention. Both groups were tested for decoding, phonological awareness, letter/sound connection, RAN and reading speed. The results show that both groups increased their reading ability with A1 showing the bigger gain. The intervention had significant effect after six weeks training on decoding words and non-words, and a tendency to significance for reading speed. The findings highlight the importance of early structural phonological training to accomplish and strengthen children’s reading speed and decoding ability, especially for children in reading difficulties

An investigation of a programmed method of beginning reading instruction utilizing phrases and sentences as basic verbal units

Reading has long been recognized as the one skill basic to all other educational endeavors. Reading instruction occupies a position of primary importance in first grade curriculum and continues to receive only slightly less emphasis throughout the remainder of the primary years. Reading instruction has been and continues to be a topic of much discussion, debate, theorizing, and investigation. Some major areas of investigation have included the following: (1) the optimum age for beginning reading instruction, (2) the relative effectiveness of various conventional techniques of reading instruction, and (3) other more experimental approaches to reading instruction

Responding to the rhetoric: Professional educators' perspectives on reading instruction.

As professional, experienced educators, we have gained many understandings about teaching reading based on our work with our students, research and theory, and our beliefs about "what really matters" (Allington, 2001) in reading instruction. We are concerned about the increasing control that is being exerted over reading instruction in some elementary schools in the United States and some of the messages about reading instruction that have been reported in the popular press. Therefore, we would like to provide some of our perspectives on reading instruction in an attempt to help parents, families, and other community members hear from educators on some of the important issues surrounding reading instruction

THE IMPLEMENTATION OF READING INSTRUCTION IN EFL CLASSROOM

ABSTRACT: The aim of this research is to investigate the implementation of reading instruction in EFL classroom. The method used was a survey research. The data for this research was gathered by distributing a questionnaire. The questionnaire was formulated based on the theories of experts about the ideal reading instruction. The data were analyzed descriptively by looking at the percentage of choice derived from the subjects of the research. This research discussed six best characteristics of reading instruction. It also presented six less implemented characteristics of reading instruction in EFL classroom

Assessing the Presence and Use of Nonverbal Communication in Primary Reading Instruction

This research examined the presence and types of nonverbal communication presented in primary reading instruction. Primary instructors were surveyed about their use and types of nonverbal communication employed during reading instruction. Nonverbal communication variables studied were determined from relevant literature regarding nonverbal immediacy, primary education, and reading instruction. Findings revealed that almost all nonverbal communication variables studied were employed frequently and most respondents had no prior training. Findings suggest how future studies can better evaluate the role of nonverbal communication in reading instruction and provide education for primary teachers in hopes of improving literacy education

A Mixed Methods Study of Special Education Teachers\u27 Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading

Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No Child Left Behind legislation of 2001 and the 2004 Individuals with Disabilities Education Improvement Act. This study examined the preparation for reading instruction that prospective special education teachers received during their teacher preparation and their beliefs concerning their preparation. Reading instruction preparation was examined in the context of the knowledge and skills associated with reading instruction acquired in two required university reading courses. Using a mixed methods sequential explanatory design-participant-selection model (Creswell & Plano Clark, 2010) , the role of reading courses taken by current and prospective special education teachers on their knowledge and beliefs related to reading instruction was investigated. Multiple choice and constructive responses on a reading credentialing exam described the knowledge prospective special education teacher have in four knowledge domains. Further, an additional literacy related course did not significantly predict reading knowledge as measured by the credentialing exam. A questionnaire (n=28) on special education teachers\u27 beliefs concerning their preparation was conducted with follow up semi-structured interviews (n=10) with two extreme case cohorts that represented teachers with high knowledge and low knowledge of reading instruction. Quantitative findings suggested that prospective special education teachers acquire significant content knowledge of reading instruction in their reading courses, but may lack the procedural knowledge to apply their knowledge. Moreover, responses to questionnaire items on teachers\u27 beliefs concerning their reading courses suggested that teachers believed their preparation resulted in a lack of procedural knowledge related to creating flexible grouping and differentiating reading instruction for struggling readers. Follow up semi-structured interviews identified similar concerns with delivering the reading instruction necessary to address emergent literacy across grade levels and disability categories. Additional reading instructional courses, field experiences, and practicums are recommended to address the need for differentiated special education preparation in the area of reading instruction

A Mixed Methods Study of Special Education Teachers\u27 Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading

Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No Child Left Behind legislation of 2001 and the 2004 Individuals with Disabilities Education Improvement Act. This study examined the preparation for reading instruction that prospective special education teachers received during their teacher preparation and their beliefs concerning their preparation. Reading instruction preparation was examined in the context of the knowledge and skills associated with reading instruction acquired in two required university reading courses. Using a mixed methods sequential explanatory design-participant-selection model (Creswell & Plano Clark, 2010) , the role of reading courses taken by current and prospective special education teachers on their knowledge and beliefs related to reading instruction was investigated. Multiple choice and constructive responses on a reading credentialing exam described the knowledge prospective special education teacher have in four knowledge domains. Further, an additional literacy related course did not significantly predict reading knowledge as measured by the credentialing exam. A questionnaire (n=28) on special education teachers\u27 beliefs concerning their preparation was conducted with follow up semi-structured interviews (n=10) with two extreme case cohorts that represented teachers with high knowledge and low knowledge of reading instruction. Quantitative findings suggested that prospective special education teachers acquire significant content knowledge of reading instruction in their reading courses, but may lack the procedural knowledge to apply their knowledge. Moreover, responses to questionnaire items on teachers\u27 beliefs concerning their reading courses suggested that teachers believed their preparation resulted in a lack of procedural knowledge related to creating flexible grouping and differentiating reading instruction for struggling readers. Follow up semi-structured interviews identified similar concerns with delivering the reading instruction necessary to address emergent literacy across grade levels and disability categories. Additional reading instructional courses, field experiences, and practicums are recommended to address the need for differentiated special education preparation in the area of reading instruction

Novice Teachers\u27 Perspectives of Learner-Centered Reading Instruction

Learner-centered reading instruction was underrepresented in novice K to 5 teachers\u27 classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers\u27 perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education\u27s science of reading and Weimer\u27s learner-centered teaching. The research questions focused on exploring novice K to 5 teachers\u27 perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. Purposeful sampling was used to select 10 novice K to 5 reading teachers. Data were collected through semistructured interviews and classroom observations. Data were analyzed using thematic analysis and open and axial coding strategies, which led to themes. Participants identified that they were unprepared to implement learner-centered reading instruction and did not feel they had time to collaborate and plan learner-centered instructional lessons. Based on these findings, a professional development series was designed to support novice teachers\u27 implementation of learner-centered reading instruction. The findings from this study and the resulting project may lead to positive social change when novice teachers implement learner-centered reading instruction leading to increased student motivation and reading achievement