ERIC Number: EJ1029121
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Explicit Instruction in Core Reading Programs
Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.
Elementary School Journal, v114 n3 p406-430 Mar 2014
The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence.
Descriptors: Direct Instruction, Reading Instruction, Reading Programs, Content Analysis, Grade 1, Grade 3, Grade 5, Phonemic Awareness, Phonics, Vocabulary, Reading Comprehension, Reading Fluency, Discussion (Teaching Technique), Modeling (Psychology), Scaffolding (Teaching Technique)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Primary Education; Intermediate Grades; Grade 1; Grade 3; Grade 5
Authoring Institution: N/A