A4LE NW Conference, 21st century learners pdf, AK. Annual World Conference, September 2010.
Nair, Randall Fielding and Dr. Stephen Heppell for new K-12 school. Disclosure: I am a Senior Education Consultant for FNI. For years, the field of reading education has been engaged in thinking about best practices.
Explicit instruction in vocabulary, rereading and using digital textbooks to motivate children’s reading are among some of these updated best practices. Those in the reading community are urged to consider best practices, and how we may promote their uses, with high fidelity in classroom instruction. In short, these practices have acquired evidence over time that if used with fidelity, children are likely to become proficient in reading. Best practices, as most of us recognize, however, are not necessarily easy to implement in day-to-day instruction. Consider for a moment the best practice of explicit phonics instruction. Effective implementation of this best practice can get complicated pretty quickly on several levels: It requires teachers to know a good deal about the sound structure of our language, about students’ abilities to segment and blend a word’s phonemes beyond the first sound. It also requires access to high-quality instructional materials and the ability to differentiate instruction to those children who may need it.
Finally, it demands good pacing and classroom organization carefully calibrated to maximize the use of instructional time. If any these requirements break down, the best practice may no longer become best practice. Consequently, another key feature of best practice is that it needs to be implemented well with considerable intention, deliberate practice, and reflection for teachers to be successful at it. Drawing on current research and professional wisdom, we identify a number of best practices seen from our own research perspective.
Certainly, they are not all inclusive. Rather, our efforts here are to highlight a set of practices that have amassed a significant body of work to demonstrate their usefulness in improving children’s motivation for learning to read, proficiency in reading, and their likelihood to become lifelong readers and writers. As most reading professionals recognize, vocabulary plays a fundamental role in learning to read. As learners begin to read, they map the printed vocabulary encountered in texts onto the oral language they bring to the task. Vocabulary, or the labels that we use, are merely the tip of the iceberg.