Literacy Models and Instructional Reform for Educators

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Literacy Reform In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need to have a full understanding of components of Balanced Literacy and much guidance form school leadership to put this plan in action. Reading Comprehension Throughout my time as both a reading interventionist and instructional coach, I have found there is a discrepancy between student phonemic awareness abilities and levels of reading comprehension. Students that show an understanding of phonemic awareness and phonic decoding skills are often unable to comprehend or retell what they have read in class. One gap in the reading program in our building is – building background knowledge. Based on these findings, I am interested in researching the effects of background knowledge on reading comprehension levels and the best methods in which students should be taught to increase comprehension of text. If students are to succeed with 21st century reading skills and be productive members of their communities, they must be able to find meaning in the material they have read (Beach and Baker, 2011). ... ... middle of paper ... ...ted yet Unique Language Systems in Grades 1, 3, 5, and 7. Journal of Educational Psychology, 102(3), 635-651. Calkins, L., & Ehrenworth, M. (2012). Pathways to the common core: accelerating achievement. Portsmouth, NH: Heinemann. Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., & Massengill, D. (2005). Balanced Literacy in an Urban School District. Journal of Educational Research, 272-280. Houck, B. (2008). A Summary of Balanced Literacy. Roseville, MN: MN Department of Education. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors. Martínez, R. S., Aricak, O., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology In The Schools, 45(10), 1010-1023.
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