What studies say about effective teaching
of beginning reading.
1. sustained focus on content
2. All students involved (whole class
instruction dominates)
3. Brisk pace, with easy enough tasks for
consistent student success
4. Studies reading aloud often and
getting consistent feedback.
5. Decoding skills mastered to the point
of overlearning (automaticity)
6. In the course of time, each child
asked to perform and getting immediate, non-judgemental
feedback
Other process outcome studies by
Brophy-Evertson (1977) summarize it:
1. The best teachers are clearer.
2. They introduce more new concepts,
engaged in less review.
3. They asked fewer questions.
4. Their feedback to the students was
quick and non-evaluative.
5. They used whole-class instruction most
of the time.
6. They were demanding and conveyed high
expectations.
Points of advice to teachers by N.L. Gage
and colleagues:
1. Introduce material with an overview or
analogy.
2. Use review and repetition.
3. Praise or repeat student
answers.
4. Be patient in waiting for
responses.
5. Integrate the responses into the
lesson.
6. Give assignments that offer practice
and variety.
7. Be sure questions and assignments are
new challenging, yet easy enough to allow success with reasonable
effort.