Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development

Rosenhouse, Judith; Feitelson, Dina; Kita, Bracha; Goldstein, Zahava

doi:10.1598/rrq.32.2.3

Cited by 49 publications

(38 citation statements)

References 22 publications

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“…Dickinson & Smith, 1994;Elley, 1989;Morrow, Pressley, Smith, & Smith, 1997;Pelligrini, Galda, Perlmutter, & Jones, 1994;Robbins & Ehri, 1994;Rosenhouse, Feitelson, Kita, & Goldstein, 1997). That is, they encounter the vocabulary without any explicit instruction in the words and their meanings (Stanovich, 1986;Sternberg, 1987).…”

Section: Vocabulary Teachingmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

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A few years ago, Pressley (1998) wrote a book about elementary-level literacy instruction, Reading Instruction That Works: The Case for Balanced Teaching. A main message in that book is that excellent elementary literacy instruction balances skills instruction (e.g., phonics, comprehension strategies teaching) and holistic literacy opportunities (reading of authentic literature, composing iil response to text). In making that case, Pressley reviewed substantial evidence validating the positive impacts on literacy achievement of many elements of elementary literacy instruction. He also reviewed evidence that beginning literacy classrooms in which achievement is high are typified by balanced teaching.The message was strong and clear that the two warring camps in elementary literacy were both wrong. The available evidence favors neither those promoting predominantly skills-focused literacy teaching nor those favoring environments filled with holistic experiences to the exclusion of skills instruction (e.g., whole language).The term "balance" has definitely caught on. As is often the case, however, many began to wrap themselves in the term without regard to whether their position was consistent with Pressley's (1998) intention in Reading Instruction That Works. Thus, in the past several years, many other books have used the phrase "balanced instruction" or some variation of this phrase. Some of these recent books suggest heavy doses of skills, with many pages devoted to conceptualizing, describing, and defending skills instruction while mentioning holistic opportunities only in passing. Others devote many pages to conceptualizing, describing, and defending holistic teaching, and recommend skills instruction as something that can be done in the context of holistic reading and writing and only when the need arises.We should have anticipated imbalanced conceptions of balanced teaching. Before Pressley wrote the book on balanced literacy instruction, he edited one with Ellen McIntyre (McIntyre & Pressley, 1996). That text offered a variety of conceptions of balance, from conceptions more heavily favoring skills teaching to those clearly in the whole language camp. That somewhat confusing mishmash of conceptions, in fact, motivated the emphasis in Pressley's subsequent book that balanced instruction really means a lot of skills instruction in the context of massive holistic teaching!

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Section: Vocabulary Teachingmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

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“…Instruction featuring strong connections between literature and concept learning increases academic curiosity and engagement as well as use of comprehension strategies (Guthrie, Anderson, Alao, & Rinehart, 1999;Guthrie, Wigfield, & VonSecker, 2000). Experiences with literature also increase understanding of the structure of stories (e.g., Feitelson, Kita, & Goldstein, 1986;Morrow, 1992;Rosenhouse et al, 1997), children's vocabulary, and conceptual undertstandings (e.g., Elley, 1989;Morrow, Pressley, Smith, & Smith, 1997;Robbins & Ehri, 1994;Rosenhouse et al, 1997). Children's comprehension of the ideas in text increases when they have conversations about literature with peers and teachers (Van den Branden, 2000).…”

Section: Whole Language Instructionmentioning

confidence: 99%

Effective Beginning Reading Instruction

Pressley

2002

Journal of Literacy Research

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I argue that the National Reading Panel was too narrow in its presentation of scientifically-valid reading instructional research. Although the findings summarized by the Panel were valid, they were but a sampling of the many instructional practices that enjoy scientific support, most emphatically, in experiments and quasi-experiments (i.e., in the types of studies favored by the Panel). A sampler of practices that enjoy support but were ignored by the Panel is presented, as is discussion of qualitative research that was out of bounds because of the methodological strictures of the Panel. I conclude that most of the cutting edge of the scientific study of reading is entirely missing from the Panel's report, which emphasized findings massively supported by data, findings that are generally accepted by the scientific community concerned with reading instruction.

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“…La lecture à haute voix comporte de nombreux avantages pour le développement des habiletés des élèves : effet à long terme sur le développement des habiletés de compréhension en situation d'écoute d'un texte oralisé (Dickinson et Smith, 1994) et en lecture autonome en 1 re année (Rosenhouse, Feitelson, Kita et Goldstein, 1997) ; facilitation de l'acquisition de nouveaux mots de vocabulaire (Elley, 1989) ; sensibilisation à la structure d'une histoire (Teale et Martinez, 1996) ; contact avec le langage écrit et ses différentes caractéristiques (Garton et Pratt, 2004). Toutefois, la lecture à haute voix n'améliore pas spontanément les habiletés des élèves relatives à l'écrit ; la qualité des interventions aurait davantage un effet sur ces habiletés que la lecture prise isolément (Meyer, Wardrop, Stahl et Linn, 1994).…”

Section: Les Apports De La Lecture à Haute Voixunclassified

Description et comparaison d’interventions d’enseignantes expertes pour travailler les inférences lors des lectures à haute voix au préscolaire

Saint-André

Montésinos‐Gelet

Morin

2014

rse

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Cette recherche collaborative vise à décrire et à comparer les interventions effectuées lors des lectures à haute voix au préscolaire par des enseignantes expertes formées pour travailler la compréhension inférentielle et des enseignantes expertes non formées à ce sujet. Bien que toutes les enseignantes abordent les inférences avec leurs élèves, nos résultats montrent que celles formées privilégient majoritairement la co-élaboration du sens des épisodes implicites, tandis que les non-formées misent plus souvent sur la transmission du sens de ces épisodes et soutiennent moins efficacement les élèves dans l’élaboration du sens. Ce constat souligne l’importance de la formation sur les inférences.

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Interactive Reading Aloud to Israeli First Graders: Its Contribution to Literacy Development

Cited by 49 publications

References 22 publications

Balanced Literacy Instruction

Balanced Literacy Instruction

Effective Beginning Reading Instruction

Description et comparaison d’interventions d’enseignantes expertes pour travailler les inférences lors des lectures à haute voix au préscolaire

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