Studies have found that this doesn’t actually foster reading achievement. Unsupported Independent ReadingĭEAR (Drop Everything and Read), SSR (Sustained Silent Reading), and similar approaches provide a block of time in which the teacher and students read books of their choice independently. You’ve all seen it-students who got the words right on Friday misspell those same words in their writing the following Monday! Research suggests that the whole-class weekly spelling test is much less effective than an approach in which different students have different sets of words depending on their stage of spelling development, and emphasis is placed on analyzing and using the words rather than taking a test on them (see Palmer & Invernizzi, 2015 for a review). Distribution of the words, in-class study time, and the test itself use class time. Generally, all students in a class receive a single list of words on Monday and are expected to study the words for a test on Friday. Opportunities to interact with peers around books, teacher “book blessings,” special places to read, and many other strategies are much more likely to foster long-term reading motivation (Marinak & Gambrell, 2016). Unless these prizes are directly related to reading (e.g., books), this practice actually makes students less likely to choose reading as an activity in the future (Marinak & Gambrell, 2008). to give students prizes such as stickers, bracelets, and fast food coupons for reading. Giving Students Prizes for Readingįrom Reading Month in March to year-long reading incentive programs, it’s common practice in the U.S. As Charlene Cobb and Camille Blachowicz (2014) document, research has revealed so many effective techniques for teaching vocabulary that a big challenge now is deciding among them. We have long known that this practice doesn’t build vocabulary as well as techniques that actively engage students in discussing and relating new words to known words, for example through semantic mapping (Bos & Anders, 1990). They write the definition and perhaps a sentence that uses the word. Students are given a list of words to look up in the dictionary. “Look Up the List” Vocabulary Instruction schools that research suggests are not optimal use of instructional time: 1. To help us analyze and maximize use of instructional time, here are five common literacy practices in U.S. Children would also love engineering design projects, deep discussions of texts they’ve read, or math games. Does dressing a teddy bear for the weather each day make optimal use of instructional time? Some teachers respond, “But we love our teddy bear, and it only takes a few minutes!” But three minutes a day for 180 days adds up to nine hours.
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