Answer to Question 1
Small-group instruction provides students opportunities to express what they know and do not know; to receive feedback from the teacher and peers; and to receive intensive instruction at their respective levels.
Peer/group learning organizes students into study teams for specific assignments, practice activities, or projects.
Self-directed learning allows students to work independently and to assume ownership of and responsibility for their own reading and learning.
Answer to Question 2
Reading aloud: The reading program should provide time for the teacher to read aloud to students, thus allowing opportunities to model fluent reading of both narrative and expository texts. Further, the teacher can also demonstrate how good readers engage in metacognition during reading.
Collaborative learning and shared reading around topics of study: Considerable evidence shows that programs with features of cooperative learning, in which students work in small groups to help one another master reading skills and in which the success of the team depends on the individual learning of each team member, are highly effective.
Small-group differentiated instruction: Teachers need to provide explicit instruction to learners having similar reading problems: for example, phonics instruction or comprehension strategies. In addition to small-group instruction, there is an emphasis on systematic comprehension instructionas well as vocabulary instructionfor all students.
Word study: Effective reading programs use consistent word study routines that employ compare and contrast strategies, allowing students to recognize sounds and patterns within and across words.
Accountable independent reading: Programs should ensure that students read a large quantity and variety of increasingly complex texts that advance their independent reading levels and interests.
Researchers have found that science instruction can be quite effective in grades 4 to 7.
Creating Easy-to-Read Instruction
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