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Searching for Lessons of Mass Instruction? Try Reading Strategy Continuums
Author(s) -
Cooter Robert B.,
Mathews Barbara,
Thompson Susan,
Cooter Kathleen S.
Publication year - 2004
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.58.4.9
Subject(s) - rubric , reading (process) , consistency (knowledge bases) , psychology , mathematics education , benchmark (surveying) , pedagogy , computer science , linguistics , artificial intelligence , geodesy , geography , philosophy
In an effort to bring consistency to reading instruction and supplement core reading programs, many urban‐school leaders search for what the authors describe as “lessons of mass instruction.” These are clear and concise structures that help teachers across a school or school district develop a common understanding of evidence‐based teaching practices. Such lessons may take the form of rubrics or reading strategy continuums that have agreed upon benchmark teaching behaviors and materials.