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- Using principles of explicit instruction, all learners, including students with learning disabilities and English language learners, can be taught cognitive strategies that have been proven effective for increasing reading comprehension.
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- Focus instruction on critical content. Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students’ instructional needs.
- Sequence skills logically. Consider several curricular variables, such as teaching easier skills before harder skills, teaching high-frequency skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill before teaching the skill itself, and separating skills and strategies that are similar and thus may be confusing to students.
- Break down complex skills and strategies into smaller instructional units. Teach in small steps. Segmenting complex skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students’ working memory.
- Design organized and focused lessons. Make sure lessons are organized and focused, in order to make optimal use of instructional time. Organized lessons are on topic, well sequenced, and contain no irrelevant digressions.
Reading comprehension strategies work through a number of different mechanisms – all focused on improving the understanding of meaning of text effectively. Common elements include: explicit teaching of strategies; teachers questioning pupils to apply key steps; summarising or identifying key points; metacognitive talk to model strategies;
Oct 30, 2018 · Explicit instruction is most often used for math and reading skills, but in this article, we will focus on how it can be applied to reading skills. Explicit instruction is a gradual release method of teaching that follows three critical steps.
- Before-Reading Phase: Background Knowledge
- During-Reading Phase: Authentic Reading and Critical Literacy
- After-Reading Phase: Metadiscursive Awareness
The before-reading phase involved two distinct but interrelated close-reading practices concerning the essential element of building knowledge; teachers offering background knowledge to understand ideas in the text, and encouraging students’ activation of prior knowledge. In this example of the teachers’ representation of background knowledge, the ...
In these lessons, a range of authentic narrative and informational texts were read, with some powerful examples of teachers requiring students to interact with the texts for a sustained period of time. The following example shows how the teacher involved students as critics of “The First Day of Spring” by Howell Hurst, by requiring them to actively...
A typical practice identified in this phase, was the promotion of metadiscursive awareness. The juxtaposition of surface-level and deeper-level understanding observed during reading was also identified in this phase, although with stronger emphasis on deeper comprehension (score 3–4). In some schools, students gave brief oral presentations (6 min) ...
- Lisbeth M. Brevik
- l.m.brevik@ils.uio.no
- 2019
Medina et al.’s study, teachers were taught how to explicitly teach reading comprehension strategies, and they integrated these strategies during teaching which improved their learners’ reading behaviour.
Mar 29, 2017 · In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning.
Explicit Reading Instruction: Important Features and Findings. The purpose of this paper is to describe the tenets of explicit instruction, an important instructional approach to ensure the success of students who struggle in reading in grades 3-8.
