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This study is a research collaborative conducted with multiple sites to examine the programmatic features within six literacy teacher education programs that have received the Certificate of Distinction of the International Reading Association (IRA). The objectives were to identify the features that were most highly ranked by internal and external experts and to delineate specific examples of how the features were actualized. A classical Delphi method was applied, and participants included leading literacy faculty members at each of the six institutions, the internal experts ( n = 18), and members of program review teams identified by IRA, the external experts ( n = 3). Analyses of results revealed that 14 programmatic features ranked higher in value than others at a statistically significant level. The study found that the internal and external literacy teacher education experts agreed on the most highly valued programmatic factors. These include the importance of relevant field experiences, the development of teacher candidates’ abilities to teach and assess children through a wide variety of instructional strategies and assessment instruments, and ways to integrate literacy and language strategies throughout the curriculum.

The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51 % were Caucasian (n = 338),23% were African American (n = 149),21% were Hispanic (n = 138), and 5% represented other ethnic backgrounds (n = 35). Sixty-two percent came from low to low-middle socioeconomic status schools, and 38% came from middle to high socioeconomic status schools, The study was a quantified experimental versus controlled group comparison. Analyses of variance were used to determine the differences between literacy scores. Two-level hierarchical linear modeling analyses were used to examine the effects of school variables on academic achievement. The highest comprehension scores for all populations occurred through three approaches. When struggling readers received 20 min of instruction with 1 of these 3 approaches, their literacy growth was equal to or greater than that of their peers. Implications are that treatments using classroom books produced significantly higher comprehension scores than workbook practice or extending basal treatments

The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research. [Note: Victoria Risko discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28688]. يقدم المؤلفون مراجعة ونقدا لـ82 اختبارا تجريبيا أجري في الولايات المتحدة بصدد تحضير الأساتذة لتعليم القراءة. وقد تم اختيار هذه الأبحاث من مجموعة تبلغ 298 بحث على أساس تصنيف مؤشرات جودة الأبحاث التي عملها المؤلفون. إذ توضح هذه المراجعة وبتطبيق تحليل نموذجي استقرائي على الدراسات الـ82 أن في السنوات الأخيرة حققت برامج تحضير الأساتذة لتعليم القراءة نجاحا نسبيا في تغيير معرفة الأساتذة المستقبلين ومعتقداتهم وعدد أقل من الدراسات يؤكد أن تحت ظروف معينة أثرت معرفة كيفية التعليم على الممارسة التعليمية الحقيقية. وكما ذكرت المراجعات السابقة، كان هنالك عدد ضئيل جدا من الدراسات التي اشتملت على إنتاج الطالب كمؤشر. وبالإضافة إلى ذلك تبين هذه المراجعة أن ممارسات التعليم الجامعي التي تفيد تطبيقات معرفة كيفية التعليم توفر شرحا وأمثلة مبينة وعروض الممارسات وفرصا للتدرب الموجه على التخطيطات التعليمية في مواقف تجريبية مع الطلاب. وتبني هذا التحليل على مراجعات الأبحاث التي تسعى لإغناء الأساتذة علما من خلال تحديد المساهمات والحدود لأبحاث تعليم الأساتذة القرائية وتقديم مقترحات للأبحاث المستقبلية. [Podcast: http:www.voiceofliteracy.orgposts28688]. 本文作者回顾和评论82个有关在美国阅读教师职前教育的实验研究。这82个研究是从一批为数289个有关研究中，根据本文作者所订定的研究质量指标挑选出来的。这82个研究，经归纳性研究典范分析法分析后的结果显示，近年来的职前教育课程在改变教师的学识和信念方面都相当成功，其中有少数研究更记录了在某种情况下，教学知识影响到真实的教育实践。正如以往的研究回顾所发现一样，很少研究会把学生成绩列为一种考量。此外,本回顾认为，有利于教学知识应用的大学教育实践，会提供明显的解说与事例、教学示范、以及在有学生的实习环境下，给予指导练习教学技巧的机会。本分析建基于较为一般性的教师教育研究回顾，从其中找出阅读教师教育研究的贡献与局限性，并提供将来在这方面研究的建议。 [Podcast: http:www.voiceofliteracy.orgposts28688]. Les auteurs procedent a une revue critique de 82 recherches conduites aux Etats-Unis sur la formation des maitres a l'enseignement de la lecture. Ces etudes ont ete choisies au sein d'un ensemble de 298 recherches, a partir d'un code d'indicateurs de qualite de recherche elabore par l'auteur. En effectuant une analyse inductive paradigmatique de ces 82 recherches, cette revue de question suggere qu'au cours des dernieres annees les programmes de formation des maitres en lecture ont eu un succes relatif pour ce qui est du changement des connaissances et des croyances des futurs maitres, mais que quelques etudes d'etudes montrent que dans certaines conditions les connaissances pedagogiques ont eu un effet sur les pratiques actuelles d'enseignement. Comme dans les etudes anterieures, tres peu d'etudes incluaient une evaluation des resultats des eleves. Cette revue de question suggere de plus que les pratiques d'enseignement universitaire qui beneficient d'applications des connaissances pedagogiques sont celles qui apportent des pratiques d'enseignement et des exemples, des demonstrations de pratiques, et d'occasions de pratique guidee de strategies d'enseignement en situation concrete avec les eleves. Cette analyse repose sur des revues de recherche plus generales sur la formation des maitres en identifiant les apports et les limites des recherches sur la formation des maitres en lecture et en fournissant des recommandations sur des recherches a effectuer. [Podcast: http:www.voiceofliteracy.orgposts28688]. Авторы предлагают обзор и критический анализ 82-х эмпирических исследований подготовки учителей чтения, проведенных в Соединенных Штатах. Эти исследования были выбраны из общей базы, состоявшей из 298 работ, на основании предложенной авторами кодировки индикаторов качества исследования. Применив индуктивный парадигматический анализ 82-х исследований, авторы обзора пришли к выводу, что в последние годы программы подготовки преподавателей чтения сравнительно успешно формируют и влияют на знания и установки будущих учителей. Небольшое количество изученных текстов свидетельствует о том, что при некоторых условиях педагогическое знание влияет на реальную практику обучения. Как и в предыдущих обзорах, отмечено очень мало исследований, использующих достижения учеников как критерий качества преподавания. Кроме того, в обзоре указывается, что университетские методы обучения, основанные на педагогических знаниях, всегда предлагают подробные объяснения и примеры, демонстрируют их практическое применение и дают студентам возможность пройти педагогическую практику в школах под руководством наставников. Данный анализ основан на более общих обзорах исследований, посвященных подготовке учителей, в нем освещены достоинства и ограничения исследований, связанных с подготовкой учителей чтения, и предлагаются рекомендации для будущих исследований. [Podcast: http:www.voiceofliteracy.orgposts28688]. Los autores proporcionan una revision y una critica de 82 investigaciones empiricas llevadas a cabo en los Estados Unidos sobre la preparacion de maestros para ensenar a leer. Estos estudios se escogieron de un total de 298 basados en un codigo, establecido por los autores, de indicadores de la calidad de investigacion. Poniendo en practica un analisis paradigmatico inductivo, este estudio sugiere que, en los ultimos anos, los programas para preparar a los maestros para ensenar lectura han tenido cierto exito en cambiar el conocimiento y las creencias de los presuntos maestros, y un numero menor de estudios documenta que, bajo ciertas condiciones, el conocimiento pedagogico influyo en la manera de ensenar. Como se ha visto en estudios anteriores, son pocos los que incluyen los logros academicos de los estudiantes como medida. Ademas, nuestro estudio sugiere que las practicas de ensenanza al nivel universitario que benefician la aplicacion de conocimiento pedagogico proveen ejemplos y explicaciones explicitas, demuestran las practicas, y ofrecen oportunidades para mejorar las destrezas de los futuros educadores en el aula. Este analisis va mas alla que otras revisiones mas generales sobre la investigacion de la ensenanza de maestros al identificar las contribuciones y limitaciones de dichas investigaciones pedagogicas en cuanto a los futuros maestros de lectura, y al proveer recomendaciones para hacer mas investigacion en el futuro. [Podcast: http:www.voiceofliteracy.orgposts28688].

The purpose of this article is to document the legacy and continuing influence of Michael Pressley's work in the field of reading research and instruction. Descriptions are provided to demonstrate how he translated his data from the cognitive sciences into highly effective pedagogy. A second component of this article discusses how Michael Pressley, throughout his career, continuously collected converging evidence through multiple research methodologies to examine single, complex educational issues. The article concludes by presenting research agendas that Mike was pursuing near the end of his career and how these initiatives provide new directions for reading research, policy, and classroom practices today. His contemporary research focused on how to improve multiple comprehension strategy instruction so it could become an even greater, central component in K–12 curricula; how to expand the application of basic research in cognitive strategy instruction to classroom practices; and, how to assess reading c...

This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make abstract comprehension processes more consciously accessible and also to give teachers a way to observe what students have (or have not) comprehended. Results were based on a 12-week study of 257 experimental and 256 control students in grades K–5. Comprehension scores on standardized, criterion-referenced, and norm-referenced tests were significantly higher for experimental students than for those who were not exposed to CPM instruction. These data provide evidence that even the youngest readers are capable of internalizing comprehension processes and knowing how to elicit them at specific points in a text when they are needed.

The purpose of the study described in this article was to identify the qualities of teaching expertise that correlate with highly effective literacy instruction in grades 6 through 12. Findings draw on survey responses of secondary literacy supervisors at the local school district or state department of education level in every U.S. state. From these responses, 397 characteristics of teaching expertise were analyzed and collapsed into 38 categorical behaviors. After interrater reliabilities were computed, researchers returned to analyze and consolidate the data. This process yielded the following eight domains of secondary literacy teaching expertise: •Approaches to teaching (pedagogy) •Addressing diverse needs •Personal characteristics •Knowledge base •Approaches to teaching (activities) •Professional development •Appropriate relationships with students •Classroom management Applications of these data for research, policy, and practice are discussed.

The purpose of this article is to provide teachers with examples of how to perform effective think-alouds. Twelve think-alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activities to assist students in developing the ability to perform think-alouds independently, without teacher prompting. The last section of the article provides teachers with methods of assessing think-alouds.

Research has demonstrated that teaching expertise makes a significant difference in the rate and depth of students' literacy growth, and that highly effective educators share similar characteristics (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Ruddell, 1997). The National Reading Research Panel (NRRP, 1999) and IRA (2000) recommended that “educators seek out teachers who best exemplify solid teaching, support their work, and consider their successes” (NRRP, p. 20). The purpose of this study was to identify the qualities of teaching expertise that distinguished highly effective instruction at different grade levels. The study occurred in four phases. In Phase I, 647 directors of literacy instruction, in K-12 institutions from seven English-speaking countries, analyzed highly effective instruction in action from preschool to Grade 5 through case study point-by-point Delphi procedures. In Phase II, the resultant 1,294 characteristics of teaching expertise were dimensionalized into 475 categories and interrater reliabilities were computed. In Phase III, 11 prominent researchers from the U.S., Canada, and Australia cross-validated the data. In Phase IV, the authors summarized the five most distinctive qualities per grade level, compared characteristics across grades, and analyzed commonalities and differences between literacy directors' and researchers' rankings. Preschool to Grade 5 literacy teachers were distinguished from one another by 44 indices of teaching expertise. Applications of these data for research, policy, and practice were described. La investigacion ha demostrado que la aptitud didactica influye significativamente en la velocidad y profundidad del desarrollo de la alfabetizacionen los estudiantes; asimismo, los docentes muy eficaces comparten caracteristicas similares (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block & Morrow, 2001; Ruddell, 1997). El Panel Nacional de Investigacion en Lectura (NRRP, 1999) y la IRA (2000) recomendaron que “los educadores busquen docentes que representenuna didactica solida, den sustento a su trabajo y consideren sus logros” (NRRP, p. 20). El proposito de este estudio fue identificar las cualidades de las aptituden didacticasque distinguieron la ensenanza efectiva en diferentes niveles escolares. El estudio se llevo a cabo en cuatro fases. En la Fase I, seiscientos cuarenta y siete directores de instruccionen alfabetizacion, en instituciones K-12 de siete paises de habla inglesa, analizaron las didacticas efectivas en accion, desde el nivel inicial hasta 5° grado, a travesde procedimientos Delphi de estudios de caso. En la Fase II, el resultante, 1294 caracteristicas de aptitud didactica, se dimensionalizaron en 475 categorias y se computo laconfiabilidad entre ellas. En la Fase III, once destacados investigadores de los Estados Unidos, Canada y Australia validaron los datos. En la Fase IV, los autores resumieron las cinco cualidadesmas prominentes por nivel escolar, compararon las caracteristicas entre grados y analizaron las similitudes y diferencias entre los rangos asignados por los directores y los investigadores. Los docentes de nivel inicial a 5° grado se distinguieron entre si por cuarenta y cuatro indices de aptitud didactica. Se describieron las aplicaciones de estos datos a la investigacion, las politicas educativas y la practica. Die Forschung hat gezeigt, das das Unterrichtsfachwissen einen bedeutenden Unterschied in der Steigerung und Vertiefung bei Leseund Schreibleistungender Schuler macht, und das hochgradig effektive Erzieher derartige Charakteristiken teilen (Block, 2001a; Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Ruddell, 1997). Der Fachausschus National Reading Research Panel (NRRP, 1999) und IRA (2000) empfahl, das “Erzieher jene Lehrer heraussuchen, diefundiertes Unterrichten musterhaft ausuben, die ihre Arbeit fordern und ihre Fortschritte uberdenken” (NRRP, S. 20). Der Zweck dieser Studie war es, die Qualitaten des Unterrichtsfachwissenszu identifizieren, welche sich durch besonders wirksame Anwendung in den unterschiedlichen Klassenstufen hervorhoben. Die Studie erfolgte in vier Phasen. In Phase I analysierten 647 Direktoren furSpracherziehung in K-12 Schulen aus sieben Englisch sprechenden Landern hochgradig wirksam angewandte Unterrichtsanweisungen aus der Vorschule bis zur 5. Klasse nach den Punkt fur Punkt befolgtenDelphi Methoden. In Phase II wurden die daraus resultierenden 1294 Charakteristiken des Unterrichtsfachwissens in 475 Kategorien unterteilt und die gegenseitigen Bezugswerte wurden nach ihrer Verlaslichkeithochgerechnet. In Phase III verifizierten elf prominente Sprachforscher aus den USA, Kanada und Australien die Daten. In Phase IV fasten die Autoren die funf am meisten herausragenden Qualitatenpro Unterrichtsstufe zusammen, verglichen deren Charakteristiken quer durch die Stufenbewertungen und analysierten Gemeinsamkeiten und Unterschiede zwischen den Bewertungen der Direktoren und der Forscherim Sprach-/Rechtschreibbereich. Die Sprach/Rechtschreiblehrer in der Vorschule bis zur 5. Klasse unterschieden sich durch 44 Indices des Unterrichtsfachwissens voneinander. Anwendungsbereiche dieser Datenin der Forschung, bei der Auslegung und in der Praxis wurden beschrieben. La recherche a montre que la competence professionnelle des enseignants a des effets significatifs en quantiteet en profondeur sur le developpement de la litteratie des eleves, et que les educateurs tres efficaces ont des caracteristiques communes (Block, 2001a;Bond & Dykstra, 1967/1997; International Reading Association, 2000; Pressley, Allington, Wharton-McDonald, Block & Morrow, 2001; Ruddell, 1997). Le National Reading Research Panel (NRRP, 1999) etl'IRA (2000) ont recommande que « les educateurs decouvrent des enseignants representant le mieux ce qu'est un enseignement solide, qu'ils soutiennent leur travail et reflechissenta leurs reussites » (NRRP, p.20). Le but de cette etude est d'identifier les caracteristiques de la competence pedagogique qui caracterisent un enseignementefficace aux differents niveaux de la scolarite. L'etude s'est deroulee en quatre temps. Au temps I, six cent quarante sept directeurs d'enseignement de la litteratie, dans des institutions allant de la Maternelle a la 12° annee de sept pays anglophones, ont analyse un enseignement tres efficace en action, de la Maternelle a la 5°annee, au moyen d'analyses de cas point par point suivant les procedures de Dolphi. Au temps II, les 1294 caracteristiques de competence pedagogique en resultantont ete classees en 475 categories et on a calcule la fidelite inter-juges. A la phase III, onze chercheurs eminents des Etats-Unis, du Canada, et d'Australie ont effectue une validation croisee des resultats. A la phase IV, les auteurs ont resume les cinq caracteristiques les plus distinctives parniveau scolaire, compare ces caracteristiques d'un niveau a l'autre, et analyse ce qui est commun et ce qui differe entre les classements faits par des responsables enlitteratie et des chercheurs. Les enseignants de litteratie de la Maternelle a la 5° annee se differencient les uns des autres par quarante quatre indices de competencepedagogique. On presente enfin les retombees de ces resultats pour la recherche, la politique, et la pratique.

The purpose of this chapter is to report the diverse nature of research that supports comprehension instruction at the K-3 school level as well as the conceptual and theoretical roots from which this instruction arose. This chapter describes one of the most rapidly expanding bodies of knowledge in the fi eld of reading education, and its long historical foundation. The largest portion of the discussion will focus on landmark studies that have changed and broadened the conceptualization of comprehension instruction at the primary grades. Before we describe the infl uence of these studies on today’s instruction, we will review the theoretical tenets and evolving defi nition of comprehension instruction. We will closely describe comprehension instruction occurring in our schools today and promising directions for future research and practice.

Literacy instruction in first-grade classrooms in five U.S. locales was observed. Based on academic engagement and classroom literacy performances, the most-effective-for-locale and least-effective-for-locale teachers were selected. The teaching of the most-effective-for-locale teachers was then analyzed, including in relation to the teaching of the least-effective-for-locale teachers. The classrooms headed by most-effective-for-locale teachers were characterized by excellent classroom management based on positive reinforcement and cooperation; balanced teaching of skills, literature, and writing; scaffolding and matching of task demands to student competence; encouragement of student self-regulation; and strong cross-curricular connections. In general, these outcomes did not support any theory that emphasizes just one particular component (e.g., skills instruction, whole language emphasis) as the key to effective Grade 1 literacy; rather, excellent Grade 1 instruction involves multiple instructional comp...

Since the 1980s, educators have sought increasingly to expand students' repertoire of thinking skills, but relatively few instructional programs are designed to do so. This article describes a program that teaches reading and thinking strategies through a student-centered, literature-based curriculum. The program is designed to increase students' cognitive strategy use, reading achievement, self-esteem, and critical thinking abilities. The approach centers around a 2-part lesson. In part 1, teachers explain and model a thinking and reading comprehension strategy. In part 2, students select children's literature and apply the strategy as they read. In research on program effects, 178 experimental students significantly outperformed 174 controls on standardized tests of reading comprehension, ability to transfer cognitive strategies to situations outside of school, as well as assessments of self-esteem and critical and creative thinking.

Contents: Preface. Part I: Metacognition and Theory. P.L. Griffith, J. Ruan, What Is Metacognition and What Should Be Its Role in Literacy Instruction? J. Randi, E.L. Grigorenko, R.J. Sternberg, Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway? S.J. Samuels, K-A.M. Ediger, J.R. Willcutt, T.J. Palumbo, Role of Automaticity in Metacognition and Literacy Instruction. L. Baker, Developmental Differences in Metacognition: Implications for Metacognitively Oriented Reading Instruction. Part II: Metacognition and Assessment. C.C. Block, What Are Metacognitive Assessments? M.C. Schmitt, Measuring Students' Awareness and Control of Strategic Processes. S.G. Paris, J. Flukes, Assessing Children's Metacognition About Strategic Reading. P. Afflerbach, K. Meuwissen, Teaching and Learning Self-Assessment Strategies in Middle School. K.L. Bauserman, Metacognitive Processes Inventory: An Informal Instrument to Assess a Student's Developmental Level of Metacognition. Part III: Metacognition and Literacy Instruction. S.E. Israel, D. Massey, Metacognitive Think-Alouds: Using a Gradual Release Model With Middle School Students. L.M. Joseph, The Role of Self-Monitoring in Literacy Learning. F.J. Schrieber, Metacognition and Self-Regulation in Literacy. S.J. Donndelinger, Integrating Comprehension and Metacognitive Reading Strategies. P.A. Smith, A Window Into a Thinking Classroom. C. Cummins, M.T. Stewart, C.C. Block, Teaching Several Metacognitive Strategies Together Increases Students' Independent Metacognition. Part IV: Metacognition and Professional Development. G.R. Duffy, Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development. V.J. Risko, K. Roskos, C. Vukelich, Reflection and the Self-Analytic Turn of Mind: Toward More Robust Instruction in Teacher Education. C.L. Bowman, M. Galvez-Martin, M. Morrison, Developing Reflection in Preservice Teachers. C.A. Rosemary, Teacher Learning Instrument: A Metacognitive Tool for Improving Literacy Teaching. K. Kinnucan-Welsch, Coaching for Metacognitive Instructional Practice. M. Pressley, Final Reflections: Metacognition in Literacy Learning: Then, Now, and in the Future.