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ERIC Number: ED413578
Record Type: Non-Journal
Publication Date: 1996-Feb
Pages: 25
Abstractor: N/A
Reference Count: N/A
Building a Powerful Reading Program from Research to Practice.
Diamond, Linda; Mandel, Sheila
Aiming to provide a coherent and useful guide to practitioners, this paper presents highlights of discussions held at a seminar that focused on how to create powerful reading programs for all of California's students. The paper also provides an extensive summary of key findings of research, a description of effective classroom and school practices, and recommendations for professional development and resource utilization. The paper presents the following research highlights addressed in the seminar: (1) phonemic awareness is the most potent predictor of success in learning to read and is the most important factor separating normal and disabled readers; (2) factors that contribute directly to reading ability are letter knowledge, linguistic awareness of words, syllables, and phonemes, and knowledge about print; and (3) good comprehension instruction should include ample time for text reading, teacher-directed instruction in comprehension, and opportunities for discussing what students have read. The paper then presents 10 detailed descriptions of effective classroom practices for early literacy programs, seven practices for upper elementary instruction, and five practices suitable for all grades. Implications for professional development addressed in the paper include: effective beginning teacher programs start during the undergraduate years, provide practical experience, and contain course work on cognitive research and language theory; and effective inservice education includes current theory and research, provides training in phonemic awareness assessment and instruction, conveys dynamic methods to teach phonics, and assists teacher to effectively implement balanced literacy programs. The paper concludes with recommendations for use of state discretionary money. Contains 34 references. (RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: California State Univ., Sacramento. Inst. for Education Reform.; California Univ., Berkeley. California Policy Seminar.
Identifiers - Location: California