Methodology: Reading instruction
Evidence that the program fully incorporates the scientific findings culminating from NIH's research was sought both in course syllabi and in reviewing each of the required textbooks. When there was any sort of ambiguity, we always gave the school the benefit of the doubt and gave credit for coverage.
Specifically, in evaluating the training provided by the teacher preparation program, we sought evidence of coverage of the five essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.
For each of the components, scientific research has identified important principles upon which teacher preparation must focus and which distinguish between programs only paying lip service to the scientific findings and programs where the findings serve as the centerpiece of reading instruction. A few examples (but hardly an exhaustive list) for each component are presented here:1
Phonemic awareness.
- Before learning to read, children must understand that words are made of sounds and how these sounds work.
- Children must make explicit an implicit understanding that words have internal structures linked to sounds.
- Children vary considerably in how easily they master this principle.
Phonics.
- Children learn that print represents speech through the alphabet.
- Children are taught that there is a systematic and predictable relationship between the letters of written language and individual sounds (the alphabetic principle). Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction, significantly improves reading comprehension and, although effective for children from all social and economic levels, is particularly beneficial for children who are having difficulty learning to read or are at risk for future reading problems.
Fluency.
- Fluency is the bridge between word recognition and comprehension.
- Children need to build speed or rate of reading to become fluent readers.
- Automaticity is the first step toward fluency—accurate, effortless word recognition.
- Fluent readers also read with expression.
- There is no research evidence that instructional time spent on silent, independent reading without guidance or feedback improves fluency or reading achievement.
Vocabulary.
- Children have both an oral and a reading vocabulary.
- To comprehend, a student must know the meanings of 90 to 95 percent of the words being read.
- Although children learn the meanings of most words indirectly, they also need explicit instruction in the meanings of individual words and word learning strategies.
Comprehension.
- Comprehension instruction helps students understand, remember and communicate with others about what they read.
- Effective instruction helps students use comprehension strategies flexibly and in combination.
- Motivation/student engagement improves comprehension.
This research, synthesized by the 2000 report of the National Reading Panel, forms the blueprint for this standard and informs our textbook and syllabi reviews to identify whether a program is providing strong reading instruction.
A second rating on Standard 28 addresses the efficiency and coherence of an institution's reading courses across all of the required coursework relating to reading instruction. This rating captures those programs that cover effective reading instruction in one or more courses but also present other approaches that are contrary to effective reading instruction.
A program earns full credit on these two ratings if all five components of effective reading instruction are covered in the coursework and all relevant required courses address at least one of the five essential components. Ratings are lowered by neglecting to cover one or more components of effective reading instruction and/or by requiring one or more reading courses that have as their focus early reading instruction but that omit effective reading instruction.
