![]() This lesson is at level A, the first level in LLI, often used with kindergarten students. One of the goals of this lesson is for students to “look carefully at words and use letter/sound information to solve them.” But in the same lesson, teachers are also introducing strategies that ask students to take their eyes off of the words-like in this example, which asks students to use meaning cues. In this sample lesson from Fountas & Pinnell’s Leveled Literacy Intervention program, students are taught to use multiple sources of meaning while they read. Students read books they’ve read several times before, and then read a book that they’ve only read once, the day before, while the teacher takes a “running record.” Here, the teacher marks the words that the student reads incorrectly and notes which cue the child apparently used to produce the wrong word.įor example, if a child reads the word “pot” instead of “bucket,” a teacher could indicate that the student was using meaning cues to figure out the word.ĭuring the rest of the lesson, students practice letter-sound relationships, write a short story, and assemble words in a cut-up story. The idea is to catch students early before they need more intensive intervention, said Jeff Williams, a Reading Recovery Teacher-Leader in the Solon school district in Ohio. Thirty-minute lessons are delivered one-on-one, and generally follow a similar structure day to day. Reading Recovery, the 1st grade intervention used by about 20 percent of teachers surveyed, was developed in the 1970s by New Zealand researcher Marie Clay. Education Week spoke with three teachers from different districts who requested that their names not be used in this story, for fear of repercussions from their school systems. In Education Week’s survey, 65 percent of teachers said that their district selected their primary reading programs and materials, while 27 percent said that the decision was up to their school.Įven when teachers want to question their school or district’s approach, they may feel pressured to stay silent. Still, teachers may not know that cueing strategies aren’t in line with the scientific evidence base around teaching reading, said Heidi Beverine-Curry, the co-founder of The Reading League, an organization that promotes science-based reading instruction.Ĭlassroom teachers also aren’t usually the people making decisions about what curriculum to use. The problem is that it trains kids to believe that they don’t always need to look at all of the letters that make up words in order to read them. ![]() ![]() Neuroscience research has shown that skilled readers process all of the letters in words when they read them, and that they read connected text very quickly.Įven so, many early reading programs are designed to teach students to make better guesses, under the assumption that it will make children better readers. But studies also suggest that skilled readers don’t read this way. Observational studies show that poor readers do use different sources of information to predict what words might say. Those can include the letters on the page, the context in which the word appears, pictures, or the grammatical structure of the sentence. ![]() Several of these interventions and curricula operate under the understanding that students use multiple sources of information, or “cues,” to solve words. In others, phonics instruction is less systematic, raising the possibility that students might not learn or be assessed on certain skills. In some cases, students master a progression of letter-sound relationships in a set-out sequence. What varies, though, is the nature of this instruction. There are also two early interventions, which target specific skills certain students need more practice on: Fountas & Pinnell’s Leveled Literacy Intervention and Reading Recovery.Īn Education Week analysis of the materials found many instances in which these programs diverge from evidence-based practices for teaching reading or supporting struggling students.Īt this point, it’s widely accepted that reading programs for young kids need to include phonics-and every one of these five programs teaches about sound-letter correspondences. The top five include three sets of core instructional materials, meant to be used in whole-class settings: The Units of Study for Teaching Reading, developed by the Teachers College Reading and Writing Project, and Journeys and Into Reading, both by Houghton Mifflin Harcourt. ![]() In a nationally representative survey, the Education Week Research Center asked K-2 and special education teachers what curricula, programs, and textbooks they had used for early reading instruction in their classrooms. ![]()
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