Building a Knowledge Base in ReadingNorthwest Regional Educational Laboratory's Curriclum and Instruction Services, 1998 - Juvenile Nonfiction - 112 pages This paper is intended to provide a research baseline for teachers, policymakers, decision makers and other interested persons to consider in helping all children meet today's higher literacy standards. At the national, state and local level, school reform efforts have raised expectations for what readers know and are able to do. At the same time, public awareness of the critical need for proficient reading has been heightened. In this context, it is important for concerned parties to develop shared understandings about the reading process; relationships among skills, strategies, and meaning; and instructional experiences and settings that foster solid reading achievement. Research findings in all of theses areas offer an excellent basis for dialogue and planning to bring all students to high levels of literacy. The close connections among reading, writing, speaking, and listening are well documented, and current standards incorporate all aspects of literate behaviour. Contents: -Introduction -Acquiring Language: Basic Understandings -Factors that influence literacy learning -Learning to read: Core Understandings -Conclusions. |
Contents
Introduction | 1 |
Core Understandings continued | 5 |
Basic Understandings | 11 |
Copyright | |
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adults Afflerbach alphabetic principle assessment awareness and phonic Cambourne Carnegie Task Force Carnine child children learn Children need classroom Clay cognitive construct meaning construction of meaning context Council of Teachers critical cultural decoding demonstrations discussion Educational Research effective emergent literacy engagement environment explicit instruction factors Goodman Hakuta Harste Heinemann important Instructional scaffolding International Reading Association language acquisition Language Arts language learning learners learning to read literacy development literacy experiences literacy instruction Matthew effect meaningful metacognitive strategies minority students miscue Morrow Moustafa opportunities oral language Pearson perspective phonemic awareness phonic knowledge phonics instruction Pinnell Portsmouth Purcell-Gates qualitative research reading and writing reading development reading instruction reading process Reading Recovery Reading Research Quarterly second language social interaction stories structures struggling readers success Sulzby sustained silent reading Teachers of English teaching and learning Teale understand whole language words written language young children