ERIC Number: ED458536
Record Type: RIE
Publication Date: 2001-Sep
Put Reading First: The Research Building Blocks for Teaching Children To Read. Kindergarten through Grade 3.
Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean
The understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through serious research. While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show people the skills children must learn in order to read well. This guide, designed by teachers for teachers, begins the process of compiling the findings from scientifically based research in reading instruction, a body of knowledge that will continue to grow over time. The guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section of the guide defines the skill; reviews the evidence from research; suggests implications for classroom instruction; describes proven strategies for teaching reading skills; and addresses frequently raised questions. (NKA)
Descriptors: Classroom Techniques, Phonemic Awareness, Phonics, Primary Education, Reading Comprehension, Reading Fluency, Reading Instruction, Reading Research, Skill Development, Vocabulary
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Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: National Inst. for Literacy, Washington, DC.; National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Office of Educational Research and Improvement (ED), Washington, DC.; Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
Grant or Contract Numbers: N/A
Note: For a related guide for parents, see CS 014 501. Published by the Partnership for Reading.