-Approaches to Reading Instruction-
Basal Reading Approach-A major approach to reading that occupies the central and broadest position on the instructional continuum. Built on scope and sequence foundations and traditionally associated with bottom-up theory, basal programs have been modified in recent years with the inclusion of language experience an literature activities.
Explicit Strategy Instruction-Instruction that makes clear the what, why when, and how of a skill and strategy use.
Instructional Scaffolding-Providing enough instructional guidance and support for students so that they will be successful in their use of reading strategies.
Integrated Language Arts Approach-An instructional approach in which reading, writing, listening, speaking and viewing activities are connected through the use of literature.
Language-Experience Approach-A major approach to reading, located on the holistic side of the instructional continuum, tied closely to interactive or top-down theory. Often considering a beginning reading approach connections, between reading and writing are becoming more prevalent in classrooms.
Literature-Based Instruction-A major approach to reading that encourages students to select their own trade books, with the sessions followed by student- teacher conferences at which students may be asked to read aloud from their selections used by teachers who want to provide for individual student differences in reading abilities while focusing on meaning, interest, and enjoyment.
Scope and Sequence- General plan in basal reading programs for the introduction of skills and sequential or vertical arrangements.
Technology-based instruction- An instructional approach that utilizes computers and their meany capabilities.
Teachers who use a more balanced or comprehensive approach to teaching reading will meet the needs of their students when their instructional decisions and practices reflect the interactive nature of the reading process. Interactive models underscore the important contributions that both the reader and the text make in the reading process. One important way to define who we are as teachers of reading is by talking about what we do and why we do it or by observing one another in a teaching situation and asking why we did what we did (Vacca, page 37).
-Application to the Classroom-
- Application of the Instructional Scaffolding into the classroom through guiding and supporting students as they are learning to read and write. As well as in all other subject areas!
- Use of a Basal in your classroom.
- Utilizing the instructional approach through connecting reading, writing, listening, speaking and viewing activities when using literature.