Effects of Explaining the Reasoning Associated with Using Reading Strategies

Duffy, Gerald G.; Roehler, Laura R.; Sivan, Eva; Rackliffe, Gary; Book, Cassandra L.; Meloth, Michael S.; Vavrus, Linda G.; Wesselman, Roy; Putnam, Joyce; Bassiri, Dina

doi:10.2307/747973

Cited by 216 publications

(110 citation statements)

References 16 publications

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“…Effective comprehension strategies instruction begins with extensive teacher explanation and modeling of strategies, followed by teacher-scaffolded use of the strategies, culminating in student self-regulated use of the strategies (e.g., Anderson, 1992;Brown, Pressley, Van Meter, & Schuder, 1996;Duffy et al, 1987). When the instruction has been successful, it always has been long-term, occurring over a semester to a school year at a minimum.…”

Section: Comprehension Strategiesmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

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A few years ago, Pressley (1998) wrote a book about elementary-level literacy instruction, Reading Instruction That Works: The Case for Balanced Teaching. A main message in that book is that excellent elementary literacy instruction balances skills instruction (e.g., phonics, comprehension strategies teaching) and holistic literacy opportunities (reading of authentic literature, composing iil response to text). In making that case, Pressley reviewed substantial evidence validating the positive impacts on literacy achievement of many elements of elementary literacy instruction. He also reviewed evidence that beginning literacy classrooms in which achievement is high are typified by balanced teaching.The message was strong and clear that the two warring camps in elementary literacy were both wrong. The available evidence favors neither those promoting predominantly skills-focused literacy teaching nor those favoring environments filled with holistic experiences to the exclusion of skills instruction (e.g., whole language).The term "balance" has definitely caught on. As is often the case, however, many began to wrap themselves in the term without regard to whether their position was consistent with Pressley's (1998) intention in Reading Instruction That Works. Thus, in the past several years, many other books have used the phrase "balanced instruction" or some variation of this phrase. Some of these recent books suggest heavy doses of skills, with many pages devoted to conceptualizing, describing, and defending skills instruction while mentioning holistic opportunities only in passing. Others devote many pages to conceptualizing, describing, and defending holistic teaching, and recommend skills instruction as something that can be done in the context of holistic reading and writing and only when the need arises.We should have anticipated imbalanced conceptions of balanced teaching. Before Pressley wrote the book on balanced literacy instruction, he edited one with Ellen McIntyre (McIntyre & Pressley, 1996). That text offered a variety of conceptions of balance, from conceptions more heavily favoring skills teaching to those clearly in the whole language camp. That somewhat confusing mishmash of conceptions, in fact, motivated the emphasis in Pressley's subsequent book that balanced instruction really means a lot of skills instruction in the context of massive holistic teaching!

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Section: Comprehension Strategiesmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

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“…Studies have documented that professional training can be effective in providing teachers with the strategies that enable them to teach these complex comprehension skills, and teachers who receive such training significantly improve students' reading outcomes (e.g, Duffy, Roehler, Sivan et al, 1987;Duffy & Roehler, 1989, regarding explicit strategy instruction; Palincsar & Brown, 1989, regarding reciprocal teaching).…”

Section: Evidence Ignoredmentioning

confidence: 99%

Research and Rhetoric on Teacher Certification

Darling‐Hammond

2002

EPAA

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In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are to be provided with highly qualified teachers.

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“…As part of teacher-guided practice, explanations to individual children are tailored to the difficulties that the students are expe"riencing. For an excellent example of research on direct explanation (as well as an example of educational research at its very best), see Duffy, Roehler, Sivan et al (1987).…”

Section: Teachers Do Not Think In Information-processing Tennsmentioning

confidence: 99%