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TEACHING READING.
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Examines alternative approaches (whole language, schema theory, phonics), focusing on Direct Instruction Reading. Outline.... More...
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Paper Abstract:
Examines alternative approaches (whole language, schema theory, phonics), focusing on Direct Instruction Reading. Outline.
Paper Introduction:
DIRECT INSTRUCTION READING PROGRAM: OUTLINE
I. Introduction.
a. Study objective.
b. Study focus.
II. DISTAR.
a. Characteristics.
b. Learning approach.
c. Development.
III. Alternative Instructional Approaches in Teaching Reading.
a. Whole language.
b. Schema theory.
c. Phonics.
d. Direct instruction.
IV. Direct Instruction and Non-Direct Instruction Experiences.
a.
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Extensive parent participation was a keycharacteristic of the program. DISTAR is grounded in generalcase teaching theory, wherein children learn a small set of examples alongwith strategies for generalizing these examples to a larger set. Study focus. d. Alternative Instructional Approaches in Teaching Reading Literacy is not simply the manifestation of some objective criterion(Beane, 1995). II. Thisapproach was challenged in the mid-nineteenth century by educators arguingthat children should be taught whole, meaningful words first, and the look-say method became dominant in American education by the 192 s. R., Cole, K. The trend of currentresearch findings, however, indicates that most students can benefit fromthe direct instruction approach, and, further, that the direct instructionapproach produces superior learning outcomes for a greater proportion ofstudents than is true of non-direct instruction approaches. Emphasized in this examination is DISTAR (Direct InstructionalSystems for Teaching Arithmetic and Reading). Common sense would seem to suggest that mostteachers should, in fact, blend systematic skills instruction with the useof appealing literature-and many, in fact, do. (1991), A critique of schematheory in reading and a dual code alternative. The whole-languageapproach, according to its proponents, exposes children to interestingreading and writing at the expense of systematically teaching specificreading and writing skills. References. During the 1992-1993 school year, after anintensive phonics program was adopted, the school's scores on a statereading test rose an astonishing 48 points. Whole-language teachers, for instance,encourage young students to recite along with them as the teachers readaloud from entertaining big-print books. Whole language. Sadoski, M., Paivio, A., & Goetz, E. DISTAR. c. b. c. AtlanticMonthly, 274(6), 38-43. The reading and math scores of children completing one year of HeadStart have been found to be significantly higher than the scores ofchildren in control groups who did not attend Head Start. S., & Petty, R. a. e. One approach to literacy development and the teaching of reading isthe whole-language approach to literacy (Levine, 1994). The performance differences inthe remaining 12 studies were not statistically significant. Development.III. Proponents of the whole-language approach contend that childrentaught in this way more motivated to read and write, and that comprehensionincreases (Levine, 1994). Fuerst, J. Some of the many school districtsthat have tried the whole-language method have been attacked by educatorsand parents for a subsequent drop in test scores. b. By theearly-197 s, however, most schools had returned to an essentially phonics-based reading program, and many relied on the Direct Instructional Systemsfor Reading and Arithmetic (DISTAR). One of the central tenets of thewhole-language approach is that language should be learned from whole topart, with word-recognition skills being picked up by the child in thecontext of actual reading, writing, and immersion in a print-richclassroom. VI. c. Schema theory posits, thus, that anindividual solves a problem through the application of knowledge modelsthat are stored in that individual's memory. The program is widely used in Ohio, Illinois,California, Texas, and New York, among other places. Conclusion. Trends in research findings. 465). Reading Research Quarterly,26(4), 463-484. Study objective. Obviously, different approaches areappropriate for different students, and equally obviously some students canlearn to read using several approaches to the task. N., & Mills, P. Phi Delta Kappan, 77(1 ), 676-678. The federal government, philanthropic foundations, and universitieshave sponsored other major studies on reading that have been generallysupportive of the intensive phonics programs derided by whole-languageproponents (Levine, 1994). (1996, June). Schema theory assumes that such knowledge structures arestored in an individual's memory. (1995, April). Advantages of direct instruction. A few promising programs have combined quick, accessible phonicsinstruction with whole-language-style activities (Levine, 1994). InHouston in the fall of 1991, eight inner-city elementary schools asked theschool district to allow them to return to phonics-based instructionthrough the application of DISTAR after a few years of trying a whole-language-style program. DISTAR DISTAR is a highly structured learning program that places greatemphasis on repetition and positive reinforcement (O'Connor, Jenkins, Cole,& Mills, 1993). Conclusion A variety of students will be characterized by a variety of learningstyles. b. O'Connor, R. The DISTAR program uses advanced programming strategiesthat are consistent with behavior theory. c. A number of learning approaches were used,the principal one, however, was DISTAR (Fuerst & Petty, 1996, p. a. Schemata are theorized to be abstract knowledgestructures, or models, that may be used in the solving of problems byindividuals. Reading Recovery. Curriculum integration and the disciplinesof knowledge. TheChicago program was discontinued to save money. A schema is a cognitive framework that is comprised of a number oforganized ideas. Therefore, it is inappropriate to state that all students canlearn to read in only one way. Some critics of the whole-language method concede that traditionalphonics instruction could benefit from several of the whole-languagemethod's innovations, and they are seeking to combine the best of bothapproaches (Levine, 1994). The Whole Language TeachersNewsletter recommends teaching children confronted by an unfamiliar word toskip it, use prior information, or put in another word that makes sense.The newsletter warns against having students sound-out unfamiliar words. The whole-language approach, however, can deprive children,particularly low-income and other disadvantaged students, of the intensiveinstruction in phonics--the study of sound-letter relationships--that theyneed to master reading (Levine, 1994). DIRECT INSTRUCTION READING PROGRAM Introduction This research examines the direct instruction approach to the teachingof reading. The Child Parent Centers program in Chicagodevoted extensive resources to the children. Schema theory. Direct instruction. Phonics alone, however, is not sufficient to promotestrong reading skills. An instructional program that's worthstealing. The vast majority of programcomparison studies indicate that approaches including intensive, explicitphonics resulted in comprehension skills that are at least comparable to,and word recognition and spelling skills that are significantly better thanthose that do not. Levine, A. The results subsequent tothe termination of the program have been far inferior to the initialprogram. In aprogram for troubled readers called Reading Recovery, designed in NewZealand, for thirty minutes a day over an average of sixteen weeks, aspecially trained teacher works with children individually to build theirconfidence by exposing them to short, charming, gradually more difficultbooks; mini-lessons in writing; and magnetic letters that the children playwith to form words. a. Proponents of the whole-language approach to the teaching of readingcontend that whole-language is the best approach for minorities anddisadvantaged students (Levine, 1994). Yet there are some signs that even middle-classstudents, who often have received informal tutoring in phonics from theirparents, may suffer in certain whole-language classrooms (Levine, 1994). The High/ScopePerry Preschool Project conducted a longitudinal study of 123 children, ofwhom 65 received one year of early childhood education, and found that thelatter experienced fewer referrals to special education classes and hadfewer retentions in grade (Fuerst & Petty, 1996, p. b. References Beane, J. The program initially targeted at-risk early childhood students (Rose,1997). 676). a. Rose, M. a. d. American Teacher, 81(8), 1 -12. In thesestudies, benefits accrued from DI for both regular and special educationstudents, for both elementary and secondary students, and for students in avariety of disciplines (Rose, 1997). Most ofthese authorities, however, contend that schema theory provides anincomplete explanation of the reading process, although they tend to partways when it comes to their reasoning underlying such an assessment. Phonics. Characteristics. DISTAR was developed at the University of Illinois in the mid-196 s.Additional development on the program occurred at the University of Oregon. At-risk students. The most disturbing reports have come from urban school districts withsignificant numbers of low-income and minority students (not particularlysurprising, given the studies showing that disadvantaged students do worsein programs that make little use of phonics), in large measure because,unlike most middle-class children, they aren't getting much letter-soundinstruction at home. Rose (1997) reported that a 1996 review of 34 studies that compared DIprograms, including DISTAR, with non-direct instructional programs foundthat in those studies where the differences in performance outcomesachieved by the DI and non-direct instructional programs were statisticallysignificant (22, or 65 percent, of the studies), the DI programs producedsuperior outcomes in 21 of the 22 studies. Direct instruction versus non-direct instruction. Alternative Instructional Approaches in Teaching Reading. (1993,February). E. Evidence also is mounting that thewhole-language approach may not be all that effective, and that itsunderlying premises may simply be false. Exceptional Children,59(4), 312-323. b. The application of schema theory in reading research has emphasizedboth "(a) the constructive nature of comprehension, and (b) the crucialrole of the reader's prior knowledge in that construction" (Sadoski,Paivio, and Goetz, 1991, p. The traditional approach to the teaching of reading was to teachchildren the alphabetic code--the translation of abstract letters intosounds and words--before turning to actual reading (Levine, 1994). 677). At that time 98 percent ofthird-graders were reading at or above grade level, and the school'sreading scores are still among the best in the city. Direct Instruction and Non-Direct Instruction Experiences Reading scores of first-graders in San Diego dropped by about halfwhen whole-language was introduced there in 199 (Levine, 1994). Student learning styles and instructional approach. Schema theory, since the mid-197 s, hasconstituted an alternative explanation of the reading process to the data-driven models of reading (Sadoski, et al.). Learning approach. In Texas a significantminority of schools have elected to spend their own money on phonics-basedreading programs rather than use whole-language courses funded by thestate. f. The great debate revisited. Direct Instruction and Non-Direct Instruction Experiences. V. T. The concept underlying DISTAR, direct instruction (DI), has beenexpanded to include dozens of instructional programs that are applied in awide variety of disciplines. The centers had only about 2 children per class, who were served by paraprofessional assistants as wellas by of professionals, including nutritionists, social workers,psychologists, and nurses. Introduction. Chicago. (1997, May/June). San Diego. Phi Delta Kappan, 76(8), 616-622. (1994, December). One of the most successful of these programs was conducted by theChicago Board of Education. Research indicatesthat roughly 85 percent of Reading Recovery graduates read at levelscomparable to three years later-a rate of success that no other remedialprogram comes close to matching (Levine, 1994). Rather, literacy reflects the acquisition of learningwithin a socio-cultural context. The application of schematheory in reading research, however, has sparked some controversy. Houston. A. E., Jenkins, J. DIRECT INSTRUCTION READING PROGRAM: OUTLINE I. IV. The best use of federal fundsfor early childhood education. Two approaches to reading instruction with children withdisabilities: Does program design make a difference? Low-income and slow students appear to benefitespecially from explicit phonics instruction which is best provided throughdirect instruction programs such as DISTAR.
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