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ERIC Number: ED445323
Record Type: Non-Journal
Publication Date: 1999-Jun
Pages: 37
Abstractor: N/A
Reference Count: N/A
Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do.
Moats, Louisa C.
This position paper of the American Federation of Teachers contends that the most fundamental responsibility of schools is teaching students to read. The paper states that the type of literacy instruction that includes a range of research-based components and practices has not made its way into every classroom, and that, indeed, a chasm exists between classroom instructional practices and the research knowledge base on literacy development. It finds that well-designed, controlled comparisons of instructional approaches have consistently supported these components and practices in reading instruction: (1) direct teaching of decoding, comprehension, and literature appreciation; (2) phoneme awareness instruction; (3) systematic and explicit instruction in the code system of written English; (4) daily exposure to a variety of texts, as well as incentives for children to read independently; (5) vocabulary instruction that includes a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning; (6) comprehension strategies that include prediction of outcomes, summarizing, clarification, questioning, and visualization; and (7) frequent writing of prose to enable deeper understanding of what is read. The paper also discusses an effective curriculum for teacher preparation and inservice development. Contains 47 notes and 49 references. Appended is a suggested core curriculum for teacher candidates. (NKA)
American Federation of Teachers, AFL-CIO, 555 New Jersey Ave., NW, Washington, DC 20001-2079 (Item No. 372). Web site:
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: American Federation of Teachers, Washington, DC.