While it is challenging for teachers to find time to read research, it is important for them to do so on occasion in order to stretch their capacity to teach. Theories may become practice when supported by research. However, many classroom practices have little support in research.
Cooperative learning is an example of a theory that has become common classroom practice. Research supports this theory as an effective means for small groups of students to apply reading skills to defined tasks. Collaborative strategic reading models, adopted by many states, have grown out of the large body of research on both cooperative learning and reciprocal teaching. A triangle is often used to illustrate the reading process as the construction of meaning through interaction of the text, the reader, and the social context.
In STRATEGIES THAT WORK, Harvey and Goudvis have joined serious research with a practical handbook for engaging students in both narrative and expository text. These researcher-teachers advocate integrated units, small group activities, classroom workshop, authentic experiences and reflective assessment as the best classroom practices for developing students into successful readers and lifelong learners.
In READING RESEARCH IN ACTION, McCardle, Chhabra, and Kapinus delve deeper into research design and results for student engagement. These researchers offer many examples of how daily instructional plans have been changed by teachers knowledgeable about research. Many teachers report taking time to do more informal assessments with students to determine how to adjust instruction to student needs.
Literacy research is currently exploring the impact of phonemic awareness instruction on students’ ability to read words in grades 3 and 4. Research continues to support the success of systematic phonics instruction for all students in Kindergarten and grade 1. More research is needed into remedial approaches for older students who have decoding difficulty. These students may not have received systematic, comprehensive phonics instruction in the early grades. Traditional classroom practices not supported by research include extensive reliance on worksheets for teaching phonics and having students memorize and recite complex rules.
As you research your favorite classroom practices, remember to check with the IRA (International Reading Association), NCTE (National Council for Teachers of English), and other leading organizations in your subject area for their spin on the best classroom practices.
Happy Reading.
Barbara Hershberger