Ideas for Teaching Reading

Step 1: Read the related research

Program Administrators/Counselors

Review the articles.

"The Neurobiology of Reading and Dyslexia." Sally E. Shaywitz, M.D. and Bennett A. Shaywitz, M.D., Focus on Basics, Volume 5, Issue A, August 2001. (Opens in new browser window. Close it to return.)
Summary:
The authors review the most recent advances in comprehending the neurobiology of dyslexia and outline the implications for teaching adults with dyslexia. They determine that a deficit in phonology correlates with reading disabilities and argue that practitioners need to consider these research findings in order to adopt the most successful, evidence-based interventions.

"Not by Curriculum Alone." Mary Lynn Carver, Focus on Basics, Volume 6, Issue C, September 2003. (Opens in new browser window. Close it to return.)
Summary:
This article outlines how one program had success teaching beginning readers when teachers drew on recent research on reading and adopted the Wilson Reading System, the Lindamood-Bell Learning Processes, and the Orton-Gillingham Method. This program found that, in addition to curriculum changes, class schedules and other changes were necessary to support this approach.

"Reversing Reading Failure in Young Adults." Mary E. Curtis and Ann Marie Longo, Focus on Basics, Volume 1, Issue B, May 1997. (Opens in new browser window. Close it to return.)
Summary:
This article describes curriculum developed for students, ages 15 to 20, who were reading at different levels as measured against Chall's stages of reading development. The authors argue that teachers must be trained to provide instruction that is based on theory and research, is structured, challenges students, and fosters a positive classroom environment.

"Teaching Reading to First-Level Adults: Emerging Trends in Research and Practices." Judith A. Alamprese, Focus on Basics, Volume 5, Issue A, August 2001. (Opens in new browser window. Close it to return.)
Summary:
The assumption of the researchers is that, in addition to quality instruction, it is necessary to consider the background and experiences of teachers, the types of assessment used, and the range of support services available to adult beginning readers. Adult students identified instructional pace and structure, repetition, feedback, and the instructors' personal interest in learners as key factors for learning success.

"The Theory Behind Content-based Instruction." Thomas G. Sticht, Focus on Basics, Volume 1, Issue D, December 1997. (Opens in new browser window. Close it to return.)
Summary:
The author considers the research from cognitive science that emphasizes the importance of content for cognitive activity and cites examples of how content-based instruction has been more effective. Sticht argues for instruction that focuses on a particular context for literacy as opposed to general literacy instruction.

"Theory to Practice, Practice to Theory." Anne Murr, Focus on Basics, Volume 5, Issue A, August 2001. (Opens in new browser window. Close it to return.)
Summary:
This article describes the various changes implemented by one tutor-based program to serve its first-level learners more effectively. After reviewing the research advocating for the importance of phonemic awareness, this program adopted the Wilson Reading Program.

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