best practices literacy review - struggling readers

8/9/2019 Best Practices Literacy Review - Struggling Readers

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Running head: BEST PRACTICES LITERATURE REVIEW 1

Best Practices Literature Review Fcusing n Strugg!ing Readers"e#$ " Sch%idt

Universit& ' (ew Eng!and

"$ Sch%idt


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BEST PRACTICES LITERATURE REVIEW

The research t)ic I chse *Best )ractices 'r strugg!ing readers and student

achieve%ent+ is a see%ing!& d&na%ic t)ic$ ,& intent was t increase %&

-nw!edge in the 'ie!d ' #est )ractices t i%)rve %& instructina! )!anning.

when wr-ing with strugg!ing readers in s%a!! gru) settings as we!! as with

teachers in c!!a#rative settings t address the /hw t0 and /what t0 d with

strugg!ing readers$ The artic!es I reviewed gave an verview ' di''erent.

research#ased )ractices that are essentia! in he!)ing strugg!ing readers$ It

#eca%e ver& evident that there was a genera! cncern a%ng the authrs a#ut

the !ac- ' )ertinent -nw!edge needed t #e an e''ective teacher$ S)eci'ica!!&.

research shwed hw a teachers0 )r'essina!. )ractica! and )ersna! -nw!edge

2e3)eriences4 ' the #asic !anguage )rcess in reading can i%)act student

achieve%ent 2"u''& 5 A-insn 267714$ "u''& 5 A-insn 267714 5 Wash#urn.

8shi. 5 Cantre!!0s 267114 research e%)hasi9es the a!ar%ing resu!ts #tained

'r% their studies inv!ving #eginning teachers and the !ac- ' )r'essina!

-nw!edge$ Fr the )ur)se ' this assign%ent I wi!! use the ter% #eginning

teachers 2thse teachers 'inishing their Educatin degree4 as ))sed t the US

ter% )reservice teachers$ Within the readings I was a#!e t deter%ine hw

student achievement. knowledge of the reading processes. best practices

and assessments are !in-ed and hw the& are a!! -e& e!e%ents in the we#

design ' instructina! )!anning$

Is student achievement !in-ed t teacher experience/knowledge in

reading; "u''& 5 A-insn. 267714 #ased their research n hw #eginning

teachers %a-e the cnnectins ' )ersna!. )ractica! and )r'essina!

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-nw!edge and hw it can i%)act student achieve%ent in a wa& that sha)es the

design ' their reading instructin$ There is evidence that %an& #eginning

teachers had %iscnce)tins and %isunderstandings regarding reading

instructin. )ractices. )rinci)!es and ter%in!g& 2"u''& 5 A-insn. 6771 ) ie#ert 5 Stig!er. 6777 as cited #& "u''& 5 A-insn. 67714$ "u''& 5

A-insn 267714 a!s cited "u''&0s. 21==?#4 'indings that the @ua!it& ' instructin

cu!d i%)rve i' teachers d nt )assive!& '!!wing )rgra%s. te3ts r %ateria!s

#ut rather %a-e personal connections$ I #e!ieve as-ing a @uestin !i-e. *Wh&

a% I ding what I a% ding;+ is )wer'u!$ I' I can0t give a )r'essina! answer I

a% %re ' a )assive !earner$ Rss 26774 as cited #& Fawsn et a!$. 26774

shares 'indings n student achieve%ent in a stud& where teachers wh were

given . 7 %inute sessins n !earning t ad%inister and inter)ret the resu!ts '

running recrds t #e a#!e t guide their reading instructin$ Their resu!ts

shwed student0s wh were in these teacher0s c!asses ut)er'r%ed thse wh

were nt$ C!ear!& this crre!ates with the 'indings ' "u''& 5 At-insn 26774. that

teachers need t have )ractica! -nw!edge as )art ' their teaching t!s$

nw!edgea#!e teachers wh have a s!id understanding ' reading c%)nents

and e''ective instructin can have an i%)act n 'uture reading achieve%ents in

the ear!& grades 2,ats. 1==: Snw et a!$. 1==


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the ther artic!es and authrs )ers)ectives$ >wever. the& d add an e3tra

c%)nentd&s!e3ia. an area that teachers a))ear t have %iscnce)tins and

!ac- in'r%atin n$ I ad%it I a% ne ' the%$ It0s anther strand t research in

the 'uture$

What best practices are encuraged 'r wr-ing with strugg!ing readers;

Direct instruction see%s t #e a -e& c%)nentDstrand in the deve!)%ent '

an e''ective )ractice in the we# design ' teaching instructin$ 2"u''&. 6776 as

cited #& (ess. 267114$ This strand is -e& t #ui!ding the reading )rcess thrugh

the '!!wing 'ive %ar c%)nents: phonemic awareness, phonics, fluency,

vocabulary, and comprehension 2Ru)!e&. B!air. 5 (ich!s. 677= Wash#urn.

8shi. Cantre!!. 67114$ (u%erus a%unts ' research shw this t #e the case$

I%)!e%enting instructin that is systematic and direct. i%)acts reading s-i!!s

and strategies that strugg!ing readers need t #e success'u!$ iving the chi!d an

))rtunit& t !earn thrugh planned/guided practice. the use ' effective

practice activities. ongoing evaluation ' the activities. with )sitive

constructive feedback ena#!es students t achieve a higher rate ' success$

The u!ti%ate ga! is 'r students t #ec%e )r'icient in reading c%)rehensin$

B!c-. a%#re!!. 5 Press!e&. 26774 as cited #& (ess. 267114 agree in ter%s '

)ast researchers that c%)rehensin is the %st i%)rtant as)ect ' reading$

"u-e 5 Pearsn. 267764 as cited #& (ess. 267114 adds a cu)!e ' %re

ste)sDstrands 2t the we# design4 a'ter direct instructin ta-es )!ace modeling of

the strategy ha))ens. collaborative use of the strategy. *guided )ractice

using the strateg& with gradual release of responsibility+ and 'ina!!& students

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use the strategy independently$ Since each student is uni@ue in their reading

a#i!ities a di''erent instructina! techni@ue %a& #e needed 'r thse !earners$

Individua! di''erences need t #e addressed$ 2Ru)!e&. et a!$. 677=4$ It0s a!s we!!

dcu%ent that the '!!wing strategies are signi'icant teacher )ractices in direct

instructin t increase student reading c%)rehensin predicting. questioning.

and summarizing 2Press!e&. 1==


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1$ Inde)endent !eve! #e&nd =G accurac&6$ 6nd Instructina! !eve! #etween =7=G accurac&H$ Frustratin !eve! #e!w =7 accurac&$

These are used as #ench%ar-s t identi'& a student0s !eve! in reading$

S)eci'ica!!&. teachers recrd de!etins. insertins. %issins and s 'rth$ It

a!!ws teacher t ana!&9e this data t %a-e in'r%ed instructina! decisins$

There is a high crre!atin 2Rss. 1==. ) 11 as cited #& Fawsn et a!$. 6774

#etween teachers wh assess student0s reading thrugh running recrds n a

s&ste%atic #asis with students0 reading achieve%ent$ S what d &u d a'ter

&u0ve deter%ined their !eve!; Interesting enugh s%e teachers used running

recrds three ti%es a &ear. s%e %nth!&. s%e wee-!& and s%e dai!& t

assess student reading$ I dn0t -nw hw it0s even )ssi#!e t n a dai!& #asis

#ut the i' &u can d it 're@uent!& enugh t gage student !earning and in'r%

instructin then as research indicates. it0s e''ective$ A!s. Snw. Burns 5 ri''en

21==


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c!assr%s 2,a!!ette et a!$. 267774 >''%an et a!$. 1=== 2)6G?4 as cited #& "u''&

5 A-insn. 26774$ E''ective teachers wh share their regu!ar )rgress

%nitring and diagnstic assess%ent data have successful results with

i%)rved student achieve%ent 2>''%an. 21==14 ,atsunura. Patthe&Chave9.

Va!des 5 arnier. 267764 Rss. 26774 Whartn,c"na!d et a!$. 21==?4 Wra&.

"$. ,edwe!!. 8$. F3. R$. 5 Pu!sn. L$. 267774 Ta&!r et a!$. 267774 as cited #&

Fawsn et a!$. 26774$ As nted in his artic!e Fawsn. et a!$. 26774 'ee!s

students0 reading resu!ts are t varied when using Reading Recver& r AK

!eve!ing structures$ This wu!d #e the n!& negative as)ect I encuntered and

@uestin the va!idit& ' the state%ent$ What is i%)rtant is the -nw!edge '

assess%ent and what the resu!ts can d 'r teachers #& wa& ' %nitring and

adusting instructin as the need arises 'r each student$

I have gained understanding in hw a teacher0s )ersna!. )r'essina! and

)ractica! -nw!edge can i%)act student achieve%ent in reading regard!ess i'. in

%& )inin. &u0re a #eginning r seasned teacher$ Jnging )r'essina!

deve!)%ent is huge$ I' teachers cu!d share. and c!!a#rate n a cntinua!

#asis there0s %re )tentia! 'r )wer'u! !earning t e%erge. a!! teachers need t

a))reciate the idea that !earning never st)s$ I wi!! cntinue t answer the

@uestin *Wh& a% I ding the activities that I0% ding;+ n a cntinua! #asis$

There0s evidence that teachers are nt ade@uate!& s)ending enugh instructina!

ti%e %de!ing the )rcess ' reading c%)rehensin$ ,uch ' the ti%e is s)ent

assigning activities. ensuring students are n tas-. and )rviding crrective

'eed#ac- t crrect students0 errrs$ The& did nt *teach. %de!. e3)!ain. r

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de%nstrate strategies and s-i!!s that students cu!d use t success'u!!&

c%)rehend te3t$ T 'ind that s%e 67 &ears !ater Press!e&. Whartn,c"na!d.

>a%)stn 5 Echevarria. 21==


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Re'erences

Bear. "$ R$. Inverni99i. ,$. Te%)!etn. S$. 5 8hnstn. F$ 21==4$ Words their

way: Word study for phonics, vocabulary, and spelling instruction. U))er

Sadd!e River. (8: ,erri!!$

B!c-. C$ C$. a%#re!!. L$. 5 Press!e&. ,$ 267764$ Improving comprehension

instruction$ San Francisc: 8sse&Bass$

"u-e. ($ $. 5 Pearsn. P$ "$ 267764$ E''ective )ractices 'r deve!)ing reading

c%)rehensin$ In A$ E$ Farstru) 5 S$ 8$ Sa%ue!s 2Eds$4. What research has

to say about reading instruction 2))$ 67G664$ (ewar-. "E: Internatina!

Reading Assciatin$

"u''&. "$ 267764$ The case 'r direct e3)!anatin ' strategies$ In C$ C$ B!c- 5

,$ Press!e& 2Eds$4. Comprehension instruction: Research-based best

practices 2))$ 6a&es 2Eds$4. Instructional

Models in Reading 2))$ HG1HG4$ ,ahwah. (8: Er!#au%$

Fawsn. P$ C$. Lud!w. B$ C$. Reut9e!. "$. Sudwee-s. R$. 5 S%ith. 8$ A$ 26774$

E3a%ining the re!ia#i!it& ' running recrds: Attaining genera!i9a#!e

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Resu!ts$ ournal !f "ducational Research. 177264. 11H16$

Fisher. C$ 8$. F3. "$ L$. 5 Pai!!e. E$ 21==4$ Teacher educatin research in the

Eng!ish !anguage arts and reading$ In 8$ Si-u!a. T$8$ Butter&. 5 E$ u&tn

2Eds$4. #andboo$ of research on teacher education %&nd ed.' 2))$ 1714$

(ew Mr-: Si%n 5 Schuster$

Fit9harris. L$. 8nes. ,$. 5 Craw'rd. A$ 2677eine%ann$

>ie#ert. 8$. 5 Stig!er. 8$W$. 267774$ A )r)sa! 'r i%)rving c!assr% teaching:

Lessns 'r% the TI,,S vide stud&$ (he "lementary *chool ournal, 171,

H67$

>''%an. 8$ V$. 21==14$ Teacher and sch! e''ects in !earning t read$ In R$ Barr.

,$ L$ a%i!. P B. ,sentha!. 5 P$ "$ Pearsn 2Eds.4. #andboo$ of reading

research 2V!$ 6. )). =11=G74$ (ew Mr-: Lng%an$

>''%an. 8$V$. Au. $>$. >arrisn. C . Paris. S$$. Pearsn. P$ "$. Santa. C$ ,$.

Si!ver. S$ >$. 5 Va!encia. S$ 21===4$ >ighsta-es assess%ents in reading:

Cnse@uences. cncerns. and c%%n sense$ In S$ 8$ Barrentine 2Ed$4.

Reading +ssessment: rinciples and ractices for "elementary (eachers 2))$

6?674$ (ewar-. "E: Internatina! Reading Assciatin$

>udsn. R$ F$. Lane. >$ B$. 5 Pu!!en. P$ C$ 2677G4$ Reading '!uenc& assess%ent

and instructin: What. wh&. and hw; Reading (eacher . G


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volunteer tutors of emergent and early readers. (ew Mr-: ui!'rd$

Les!ie. L$ 5 Ca!dwe!!. 8$ 21==G4$ ualitative reading inventory/II. (ew Mr-:

>ar)erC!!ins$

,a!!ette. ,$ >$. i!e. R$ S$. S%ith. ,$ ,$. ,cinne&. ,$. 5 Readence. 8$ E$

267774$ Cnstructing %eaning a#ut !iterac& di''icu!ties: Preservice teachers

#eginning t thin- a#ut )edagg&$ (eaching and (eacher "ducation, 01 .

G=H16$

,atsu%ura. L$ C$. Patthe&Chave9. $ $. Va!des. R$. 5 arnier. >$.

267764$ Teacher 'eed#ac-. writing assign%ent @ua!it&. and thirdgrade

studentsN revisin in !wer and higher achieving ur#an sch!s$ "lementary

*chool ournal, 17H. H6$

,ats. L$ C$ 21==4$ The %issing 'undatin in teacher educatin: nw!edge '

the structure ' s)-en and written !anguage$ +nnals of 2ysle3ia. .


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(ew Mr-: ui!'rd$

Rhdes. L$ $. 5 (athensn,eia. S$ 21==64$ Anecdta! recrds: A )wer'u! t!

'r nging !iterac& assess%ent$ (he Reading (eacher, 45, G76G7=$

Rsenshine. B$. ,eister. C$. 5 Cha)%an. S$ 21==4$ Teaching students t

generate @uestins: A review ' the interventin studies$ Review of

"ducational Research. 11 . 1


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instructin$ ournal of "ducational sychology . =1. G?=G=H$

Ve!!utin. F$ R$. Scan!n. "$ ,$. Si)a&. E$ R$. S%a!!. S$ $. Pratt. A$. Chen. R$.

21==4$ Cgnitive )r'i!es ' di''icu!ttre%ediate and readi!& re%ediated

)r readers: Ear!& interventin as a vehic!e 'r distinguishing #etween

cgnitive and e3)erientia! de'icits as #asic causes ' s)eci'ic reading

disa#i!it&$ ournal of "ducational sychology .

best practices literacy review - struggling readers

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