Working together is better than working alone. Reading is something that we do by ourselves, but learning to read is something that we do together. The best instructional strategies are cooperative in nature, which is why reading instruction uses groups of three or four students. By “cooperative,” I mean contributing to each other’s learning by…
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Learning and assessment are integrated. The traditional model for assessment is to present information and have students do some type of learning activity; give the students an assessment, whether a test, quiz, or demonstration task; and score the assessment to determine how well students learned the information. At this point, one of several things happens….
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The approach is more important than the program. When we first proposed working with students in a school or district, many school administrators asked us the same question: “What reading program do you use?” We answered, “None. We follow an approach to instruction rather than a specific program.” Many of our tutors asked us, “Where…
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Students need a reason to learn to read. Learning to read is a challenge. For some students, it is a bigger challenge, regardless of the reason. It is hard work. Why should students work so hard at this skill? The number one reason anyone learns a new skill is because he or she is interested…
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Students can only learn the next step. This idea is not my own, although I am absolutely convinced it is true. Vygotsky, a researcher in cognitive development, proposed something called the “zone of proximal development.” Based on the idea that people learn new ideas and concepts by using what they already know, the zone of…
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5 Principles of Reading Instruction The overarching principle of reading instruction (actually, all instruction) is to meet the students where they are. What this means is to tailor the learning experience to the individual child, to recognize how students differ, and to modify the instruction according to what will work for each student. Each student…
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