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"Underlying this report by the Committee for the National Inquiry into the Teaching of Literacy is the conviction that effective literacy teaching, and of reading in particular, should be grounded in fi ndings from rigorous evidence-based research ... "
"One million Australian children are at risk of reading failure, with serious negative consequences for their quality of life and for Australian society. This figure — based on the results of national and international literacy tests — is five times higher than the number of children reading scientists estimate to have serious learning difficulties ... "
"Reading fluency, the ability to read at an appropriate rate and with accuracy and proper expression, is essential to reading comprehension (Stevens, Walker, & Vaughn, 2017). When students read fluently, they can devote their limited cognitive resources to making meaning from text, rather than recognizing individual words (LaBerge & Samuels, 1974). Therefore, it is important for teachers to implement research-based reading fluency instruction to improve students’ skills ... "
"If you’ve come to the understanding, like I have, that leveled, guided reading groups are neither an effective nor efficient way to teach students of different reading abilities how to read better, yet your classroom is studded and flooded with beautifully illustrated and expensive leveled books, you likely wonder whether or not they are best consigned to the dustbin of history. On the other hand, might they still serve some useful purpose? The answer to this question is relatively straightforward: keep them and use them. Most, if not all of these materials fit into a model of strategic reading instruction centered on what we know as text sets ... "
"This is an example of an English block structure for middle/upper Primary. It is not prescriptive, and is in no way considered the only structure which reflects the science of reading; it is simply an example of a block structure which links reading and writing instruction for deep content exploration and skill development. It is important that we don’t consider the ‘5 components of reading’ (National Reading Panel) as areas that need to be taught in complete isolation. Vocabulary, reading, and writing instruction can also be easily be linked, while maintaining an explicit focus on each component. Although there is a focus of whole class instruction, targeted instruction with smaller groups of students may still be required (e.g. supporting students using decodable readers). We advise, in this instance, that all students participate in the whole class reading and vocabulary component of the lesson in addition to the more targeted support, so that they still have the opportunity to listen to and discuss rich texts. If remedial/emergent readers are solely limited to the texts that they can decode, they will not progress in their comprehension and topic knowledge associated with more complex texts ... "
"You might want to sit down for this one, friends. The most pervasive practice in K–5 reading instruction is probably small group work in which students are grouped by reading level. Experts estimate that this practice is happening in 70-80% of elementary classrooms. It’s common in guided reading and balanced literacy classrooms, as well as work with popular reading programs like Fountas & Pinnell and Teachers College Reading Workshop. And… there isn’t any evidence that it works. There, I said it. Actually, a lot of reading experts say it. Here’s Tim Shanahan saying it straight in 2011: “I have sought studies that would support the original contention that we could facilitate student learning by placing kids in the right levels of text. Of course, guided reading and leveled books are so widely used it would make sense that there would be lots of evidence as to their efficacy. Except that there is not.”... "
"Often teachers use round-robin reading, calling on individual children to read. But the disadvantages are well-known to teachers: 1) reduced amount of reading practice as it is distributed across children, 2) voices that cannot be heard, 3) embarrassed low-performing children, 4) off-task students, 5) management challenges emerging in the void, 6) boredom, and 7) many more that you can add. In this video, Dr. Archer just reminds us of some of the other possible passage reading procedures. Though she does these in quick succession for purpose of a short video, these practices would often be used for subsequent rereadings of the passage in a large or small group ... "
" ... There are five essential and interdependent components of effective, evidence-based reading instruction — the
five ‘keys’ to reading: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension ..."
Why aren't our kids being taught to read?
The Science of Reading: Overview
Rethinking Guided Reading - Sharing Best Practice
Rethinking Guided Reading - Sharing Best Practice
The Science of Reading is an approach to the teaching of reading which adopts practices that are grounded in evidence. These strategies work. This video introduces this approach to the teaching of reading. The presenters analyse the guided reading approach, suggest how to bring in more evidence-based practice and discuss what this looks like in the classroom. Topics covered include phonics, fluency, how we should be teaching comprehension, what students need to be able to infer from text, and how reading in class should always involve writing.
Links to useful information and further reading is also provided in the left-hand column..