Research Proven Strategies in Language ArtsLiteracy

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Research Proven Strategies in Language
Arts/Literacy

• Katie Drummond
• CCSSO, October 20, 2003

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Reading Prominent Issues

• Definitive research base still building
• Controversies continue (e.g., Fletcher Lyon,
  1998)
• Concern over identification
• reading deficit vs. reading disability
• (e.g., Snow, Burns, Griffin, 1998)
• Literacy acquisition is problematic for many

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The Evidence Base

• 5 strands from Reading Panel (NRP, 2000)
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Literacy for adolescents
• Writing

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Phonemic Awareness Phonics

• Best when explicit, systematic
• Not a complete program
• System is complicated teachers skills need to
  be developed (Moats, 2001)
• Need to ensure that materials are carefully
  constructed (Stein, Johnson Gutlohn, 1999)

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Fluency

• Accurate and quick reading of text
• Repeated, monitored, modeled oral reading is
  best mode of achieving
• (Chard, Vaughn, Tyler, 2002)
• Passages need to be at independent-reading level

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Vocabulary

• Extended instruction
• Repeated exposure
• Word substitution
• Multiple methods work best

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Comprehension

• Use of graphic organizers
• Question answering/generation
• Structure--fiction and expository (Gersten,
  Fuchs, Williams, Baker, 2001)
• Summarization
• Mixed methods work best

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Reading and Verbal Competency

• As skill in decoding grows, general linguistic
  competency accounts for more of reading outcomes
  (Shankweiler et al., 1999)
• Metalinguistic awareness
• Background knowledge (Shankweiler et al., 1999)
• Engagement with complex ideas
• (Beck, McKeown, Hamilton, Kucan, 1998)

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Older Readers

• Need to transact with text (Peterson, Caverly,
  Nicholson, ONeal, Cusenbary, 2000)
• Evidence of late-emerging reading disability
  (Leach, Scarborough, Rescorla, 2003)
• Still need basics higher level decoding (Moats,
  1998)
• Need ways to engage with complex ideas even if
  they cannot read it yet

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Writing

• Process and self-regulation are key
• Mechanisms for consistency
• Tools for planning (Harris Graham, 1992)
• Attention or compensation for handwriting and
  spelling issues (Mastropieri Scruggs, 2004)

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Overall

• More conclusive findings on general strategies
  than programs/curricula
• Expertise of teachers
• Rigor of instruction time (Chard Kameenui,
  2000 Vaughn, Levy, Coleman, 2002)
• Metacognitive strategies, integration important
  for special needs (Vaughn, Gersten, Chard,
  2000)
• More research

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• This content was developed by staff at The Access
  Center Improving Outcomes for All Students K-8,
  funded by U. S. Department of Education, Office
  of Special Education Programs and housed at the
  American Institutes for Research. Retrieved
  today's date, from the World Wide Web
  http//www.k8accesscenter.org