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Descriptors:
Reading Instruction; Teaching Methods; Kindergarten; Reading Difficulties; Educational Change; Reading Comprehension; Best Practices; Vocabulary; Young Children; Reading Skills; Word Recognition; Primary Education; Intervention; Prevention

Abstract:
Almost fifteen years have passed since the publication of the National Research Council's seminal report "Preventing Reading Difficulties in Young Children," which provided research-based recommendations on what could be done to better position students in pre-kindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades--vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge--are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising. The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when "Preventing Reading Difficulties" was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform. Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and instructional reform that perpetuates a focus on the easier-to-learn reading skills at the expense of vocabulary, conceptual and content knowledge, and reading comprehension strategies. The second is a lack of expertise among many educators in how to effectively teach these harder-to-master reading skills, and the third is the limited time available in the school day and year to meet unprecedented expectations for children's learning. Policy makers, the education community, and parents must attend to these three challenges if they wish to see meaningful improvements in the reading skills of American children. (Contains 1 table and 61 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Citizen Participation; Literacy Education; Teaching Methods; Social Studies; Content Area Reading; Academic Achievement; Grade 2; Disadvantaged Schools; Standards; Tests; Socioeconomic Status; Benchmarking; Decision Making; Units of Study; Student Projects

Abstract:
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the project-based approach entail? Students from 4 classrooms in low-SES schools were assessed before and after experiencing 2 project-based units focused on standards in economics; civics and government; public discourse, decision making, and citizen involvement; and content area literacy. Students from 2 high-SES schools were also assessed, following a year of business-as-usual social studies and content literacy instruction, to establish a benchmark we hoped low-SES students could attain. Results show that low-SES students made statistically significant gains in social studies and content literacy and, at post-test, showed no statistically significant differences from the students in the high-SES schools: Following instruction, there was no SES achievement gap on these assessments. The authors describe the project-based units and strategies that the teachers used to implement these plans, and discuss implications of the study for future research and practice. (Contains 3 notes and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Literary Genres; Educational Principles; Change Strategies; Educational Strategies; Learner Engagement; Teaching Methods; Learning Processes; Behavioral Objectives; Educational Practices; Reading Instruction; Reading Motivation

Abstract:
Readers use different processes to read different kinds of text. Three principles can guide teachers in helping their students better understand the nuances of different genres. Teachers should engage students in reading and writing for real-world reasons, develop students' knowledge of specific genre features, and teach strategies tailored to specific genres. The "genre-with-purpose" approach goes beyond "genre study" or learning genre features for their own sake. Instead, it embeds genre instruction in a rich bed of purpose-driven activity that both students and teachers find more engaging and instructive. (Contains 2 figures and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; State Standards; Teaching Methods; Content Area Reading; Student Projects; Statistical Significance; Effective Schools Research; Social Studies; Outcome Measures; Interviews; Achievement Gains; Educational Improvement; Improvement Programs; Active Learning; Instructional Innovation; Instructional Effectiveness; Grade 2; Change Strategies; Educational Change

Abstract:
This design experiment addresses the question: How can second-grade students from low-SES schools attain the same levels of achievement as students from high-SES schools on standards-based social studies and content area literacy assessments? Students from two high-SES school districts were assessed in order to establish target levels of achievement. Two project-based units focused on state standards in economics; civics and government; public discourse, decision making, and citizen involvement; and content area literacy were developed and implemented successively in four classrooms in low-SES school districts. Achievement of students in the low-SES districts was then compared to that of students in high-SES districts. Results show no statistically significant differences: following instruction, there was no SES achievement gap on these standards-based assessments. We describe the unit plans and strategies that the teachers used to implement these plans, and we discuss implications of the study for future research and practice. Appended are: (1) Michigan Grade Level Content Expectations, Social Studies; (2) Michigan Grade Level Content Expectations, English/Language Arts; and (3) Projects. (Contains 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 4; Grade 5; Elementary School Students; Computer Literacy; Information Literacy; Web Sites; Credibility; Internet; Information Sources; Educational Strategies; Critical Literacy; Evaluative Thinking; Instructional Effectiveness

Abstract:
Much research has demonstrated that students are largely uncritical users of Web sites as sources of information. Research-tested frameworks are needed to increase elementary-age students' awareness of the need and ability to critically evaluate Web sites as sources of information. This study is a randomized field trial of such a framework called WWWDOT. A matched-pair design involving 12 grade 4 and 5 classes was adopted. Data were collected through 3 assessments administered before and after the intervention: a questionnaire, a Single Web Site Evaluation Task, and a Web Site Ranking Task. ANCOVA and ordinal regression analyses reveal that students taught the WWWDOT framework became more aware of the need to evaluate information on the Internet for credibility and were better able to evaluate the trustworthiness of Web sites on multiple dimensions. However, students' overall judgment and ranking of the relative trustworthiness of Web sites was not improved. (Contains 5 figures, 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Control Groups; Grade 5; Internet; Critical Thinking; Web Sites; Educational Technology; Evaluation Methods; Evaluation Criteria; Grade 4; Experimental Groups; Credibility; Information Sources; Information Literacy; Critical Reading; Lesson Plans; Instructional Materials; Critical Literacy

Abstract:
This article introduces a framework designed to improve students' awareness of the need to critically evaluate websites as sources of information and to improve their skill at doing so. The framework, called the WWWDOT framework, encourages students to think about at least six dimensions when evaluating a website: (1) Who wrote this and what credentials do they have? (2) Why was it written? (3) When was it written and updated? (4) Does this help meet my needs? (5) Organization of website; (6) To do list for the future. In an experimental study, fourth- and fifth-grade students who were taught this framework became more aware than control group students of the need to evaluate information on the Internet for credibility and were better able to evaluate the trustworthiness of websites on multiple dimensions. This article describes the framework and how it can be taught through a series of four 30-minute lessons. Suggestions and materials for teaching are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Access to Computers; Young Children; Computer Literacy; Questionnaires; Parents; Games; Comprehension; Supervision; Elementary School Students

Abstract:
In this article, we report on our own inquiry, and others', into young children's use of, understanding of, and skills related to the Internet. We found that the overwhelming majority of children at this age are already using the Internet, mostly for playing games, and already showing substantial gaps in Internet skill level. Most children we studied had little conceptual understanding of the Internet, were unaware of its potential dangers, and sometimes used the Internet without adult supervision. A parent questionnaire revealed that parents' knowledge of their children's overall Internet competence was sometimes inaccurate. Policies, standards, and pedagogy for and related to K-2 children's Internet use should be informed by research. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Expository Writing; Reading Instruction; Teaching Methods; Vocabulary Development

Abstract:
Reading professional Nell K. Duke replies to questions posed via e-mail or Facebook on the topic of expository text.

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Descriptors:
Reading Comprehension; Beginning Reading; Reading Instruction; Teaching Methods; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Strategies; Text Structure; Discussion (Teaching Technique); Reading Material Selection; Learner Engagement; Student Motivation; Evidence; Educational Research

Abstract:
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly educated workers in today's information- and service-related economies, the proportion of American adults classified as "below basic" readers remained remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. The guide also describes the evidence that supports the practices and gives examples of how they can be implemented in the classroom. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 11 tables, 1 figure and 214 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Aloud to Others; Young Children; Emergent Literacy; Instructional Improvement; Reading Improvement; Instructional Design; Reading Strategies

Abstract:
In the midst of many circle times, one can overhear small voices adding to the words from the book being read aloud by the teacher. Sometimes the children's words relate to the text, sometimes not. Early childhood educators recognize the importance of reading aloud every day to develop children's language and early literacy skills. Recommendations about how to read aloud to children are readily available, but it can be difficult to regularly include all of these strategies while managing an active group of young children. In this article, the authors discuss the value of planning read-alouds as one way to improve practice so children can develop emergent literacy skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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