Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction

Arrow, Alison W.; Braid, Christine; Chapman, James W.

doi:10.1007/s11881-018-00168-0

Cited by 17 publications

(27 citation statements)

References 29 publications

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“…These two teachers did not use strategies for capturing students' word understanding or for stimulating students' own questions on word meaning (e.g., Hobsbaum et al, 2006). This is in line with research demonstrating that teachers seem to use implicit instruction when working with words and linguistic constructs more often than explicit and planned instruction (Arrow et al, 2019) and that when they use prompts, these are context-based-not word-level based (Greaney, 2001).…”

Section: Discussion For Studysupporting

confidence: 87%

“…Also, our observations suggest that Norwegian second-grade teachers select specific aspects of the guided reading practice to implement (e.g., before-reading strategies) instead of adopting all the principles which underlie the practice. In line with previous research, it seems like the teachers do not spontaneously apply phonics instruction into guided reading sessions (Arrow et al, 2019) and are more likely to default to context prompts instead of word-level prompts (Greaney, 2001). This study suggests that guided reading is hard to transfer into practice (Hanke, 2014) and that much work has to be done to bring guided reading to its full potential (Fountas & Pinnell, 2012).…”

Section: Discussionsupporting

confidence: 79%

“…In contrast, it was much harder for teachers to engage students in rich discussions and to make explicit teaching points based on in-the-moment observation of students' reading. The interaction between teacher and students is of great concern and a critical element in students' early literacy growth (Arrow, Braid, & Chapman, 2019;Connor, et al, 2004;Greaney, 2001;Iaquinta, 2006;Taylor et al, 2000). For instance, teachers' language knowledge is of importance when guiding students' reading, but this knowledge is not enough (Arrow et al, 2019).…”

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

“…The interaction between teacher and students is of great concern and a critical element in students' early literacy growth (Arrow, Braid, & Chapman, 2019;Connor, et al, 2004;Greaney, 2001;Iaquinta, 2006;Taylor et al, 2000). For instance, teachers' language knowledge is of importance when guiding students' reading, but this knowledge is not enough (Arrow et al, 2019). Teachers also need guidance on how to apply this knowledge, like systematic phonics instruction, into reading sessions (ibid.).…”

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

“…This suggests that they may not be informed about how to use strategies for word meaning, decoding, and summarizing. As research has demonstrated, teachers need guidance on how to apply their knowledge (Arrow et al, 2019).…”

Section: Strategies To Scaffold Students' Literacy Developmentmentioning

confidence: 99%

See 4 more Smart Citations

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two-part study consisting of teachers' self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students' understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students' decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more indepth planning, (2) greater use of strategies, and (3) routines for observing and assessing.

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Section: Discussion For Studysupporting

confidence: 87%

Section: Discussionsupporting

confidence: 79%

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

Section: Strategies To Scaffold Students' Literacy Developmentmentioning

confidence: 99%

See 3 more Smart Citations

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains

Davis

Samuelson

Grifenhagen

et al. 2021

Reading Research Quarterly

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Much of the early research on teachers’ knowledge for reading instruction used instruments that primarily emphasized code‐based aspects of reading, unintentionally signaling that meaning‐focused knowledge is not essential for teaching foundational reading to elementary‐age children. In this study, we developed the Knowledge for Enhancing Reading Development Inventory (KnERDI; pronounced 'nerdy'), an instrument that measures teachers’ knowledge in two domains: alphabetic code/word reading and meaning/connected text processes. Using this instrument, we sought to determine if teachers’ knowledge of the two proposed domains was highly associated and if knowledge was related to level of education and amount of teaching experience. We report on the reliability and validity of the KnERDI and describe patterns in educators’ performance on this instrument. We found that the KnERDI measured both domains with acceptable reliability in multiple samples of educators enrolled in an online professional development course. Educators scored higher on the meaning/connected text process subscale than on the alphabetic code/word reading subscale. The two subscales were strongly correlated, indicating that teachers’ knowledge as measured on the KnERDI is a unidimensional construct. Advanced degree completion was not consistently related to educators’ scores on the KnERDI, but there was a positive association between educators’ performance on the instrument and their years of experience teaching early reading, particularly with respect to the code‐based domain. We discuss potential uses of the KnERDI in future research and practice, positive trends in educators’ performance on the instrument, and challenges in measuring educators’ knowledge for supporting higher‐level language and comprehension processes.

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Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Jakavonytė-Staškuvienė

Mereckaitė-Kušleikė

2023

Interchange

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Contemporary educational theory and practice increasingly emphasise the importance of integrated education in creating the conditions for success for primary school students. In Lithuania, as part of the 2020–2024 curriculum update and the development of general curricula, integrated education is highlighted as one of the priorities for achieving harmony between pupils’ academic achievements and the development of general competences, as well as the creation of a favourable emotional environment for pupils. This creates a strategic perspective on the content of education. However, there is a lack of research and insights into how such practices can be developed smoothly. For this reason, our research was carried out by targeting one of the Francophone institutes in southern France, which has successfully implemented an integrated education practice that enables learning for every pupil in the primary grades. The study analysed the context, i.e. the concept of the educational institution’s activities, which shows what should be done and how it should be done in order to achieve the quality of integrated education. In addition, the data were obtained through semi-structured interviews with 4 teachers at the Institute with experience in integrated education. Qualitative content analysis was used to inductively search for answers describing the essence of integrated education, the most important processes to reflect on before engaging with pupils, and to deductively identify how certain elements contribute to creating the conditions conducive to integrated education and pupils’ successful learning.

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Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction

Cited by 17 publications

References 29 publications

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains

Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

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