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The Effective Teacher of Reading: Considering the “What” and “How” of Instruction
Author(s) -
Blair Timothy R.,
Rupley William H.,
Nichols William Dee
Publication year - 2007
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.60.5.3
Subject(s) - reading (process) , mathematics education , psychology , teaching method , strengths and weaknesses , pedagogy , statement (logic) , reciprocal teaching , structuring , reading comprehension , linguistics , philosophy , social psychology , finance , economics
What teaching strategies must teachers of reading be able to perform and how are these strategies applied effectively in teaching children to read? This article attempts to answer these two important questions. One key element of a successful reading program focuses on the teacher. A brief review of the teacher effectiveness literature, including the International Reading Association's position statement on excellent reading teachers, is followed by a description of common instructional features associated with the effective teaching of reading:Assessing students' strengths and weaknesses Structuring reading activities around an explicit instructional model Providing students with opportunities to learn and apply skills and strategies in authentic reading tasks Ensuring that students attend to the learning tasks Believing in one's teaching abilities and expecting students to be successful