Copyright, 1996 © Dale Carnegie & Associates, Inc.
Basals
Language Experience
Whole Language
Computers

Effective reading teachers use all options to meet the needs of their students:
Basal readers: includes teaching word identification, meanings, comprehension, study skills, and literature.
Literature based: Integrates reading skills with literature selections.

• Concentration on Developing both reading and writing in a natural way.
• Individualized reading-Students learn best when they select their own materials and receive specific skill instruction based on their own need.

• Students learn best through reading materials based on their own language and experiences. Students read what they have written.
• Computer-Students respond best to stepby-step sequential presentation of information.

• Have driven reading instruction and are widely used.
• Each book is increasingly difficult.
• Stories are organized around themes and involve all the “strands” of language arts.
• Practice material provides support with word id, meanings, phonics, comprehension strategies.

• Pre-reading, during reading, and post reading development.
• Each story has a three step process: reading and responding, literature-based instruction, and integrated curriculum.
• The story is most important. Directed reading helps the student interact with the text successfully.

• Detailed lesson plans with strategies and skills for reading, writing, listening, and speaking. Includes assessment procedures.
• List of supplemental books from the library for use in content areas.
• Supplements (extras) for problems areas.

• Pictures of characters, wkbk pages, etc.
• films, filmstrip, videos , and CD-ROMs
• Teacher’s edition of workbooks.
• Record keeping guide or checklist.

• Reading book with literature selections in graduated difficulty.
• Workbook for each level.
• Libraries with paperback selections.
• Posters, big books.
• Software programs
• Games, and activities.

• Anthology of different genres of literature.
• Sequential order of reading difficulty.
• Teacher guides
• Balance of time in all language areas.
• Review is provided

• Controlled vocabulary to keep frustration levels low.
• Prepared materials save teacher time.
• Formal and informal assessments are provided.

• Isolated instruction of word identification and comprehension skills has been discouraged.
• Serious attempt of integration all language arts.
• Fine literature should be used to teach reading.

• Have responded to reading research with:
– quality literature including multicultural stories.
– Authentic literature and prior knowledge story preparation.
– Link of reading and writing.
– Lessons are interactive with emphasis on decoding skills and comprehension strategies.

• Cooperative and partner grouping is encouraged.
• Assessment is ongoing (formal and informal).
• Partnership between home and school

• No teacher would have the time to prepare lessons in the detail established in the basal readers.
• Detail is tedious, but experienced teachers know to look for the ‘meat’
• Teacher must be knowledgeable and flexible.

• Value has been debated.
• Deal with a wide variety of skills
• Wkbk. Exercised are brief which makes them good for students with short attention spans.

• Match the lesson that was taught.
• Provide review of skills.
• Relevant tasks with extra practice.
• Vocabulary and concept age appropriate.
• Page layout: attractive and useful

• Content should offer enough practice to ensure learning.
• Some should be fun.
• Consistent responses with pattern from page to page.
• Teacher should tell students why these exercises are important.

• Readiness- key words and prior knowledge.
• Silent reading with a purpose.
• Comprehension development.
• Purposeful oral reading.
• Word id, vocabulary, comprehension and study skills should be developed.

• Building on background knowledge
• Develop interest in the story
• Predict what will happen.
• Set purpose for reading.

• Answer purpose setting questions.
• Discuss outcomes
• Summarize the story
• Ask questions on different cognitive levels.
• Reflect on classmates ideas.
• Reread orally with a purpose.

• Direct instruction of specific comprehension skills.
• Practice new vocabulary
• Combine reading and writing.
• Complete creative literature activities.
• Use strategies in content area reading.

• Boring content, cultural bias, no literary merit, repetitive language.
• 3 reading groups based on SES. Same groups all year long.
• Restrict top readers to the basal.
• Don’t let student pick their own reading materials.

• Few teachers introduced new vocabulary.
• No one developed background knowledge.
• Rarely did the teachers present discussion questions before they read the story. Teachers did not give them direction for reading silently.

• Uncommon in 1st grade. In 3rd and 5th, teachers didn’t ask follow up questions.
• Teachers spent too much time oral reading.
• All teachers used the practice section, but not the enrichment section.

• Teachers didn’t use recommendations for different strategies.
• Teachers didn’t have time.
• Manual recommendations aren’t important.
• Give more time for new vocabulary, background information, and fewer assignments is a good choice.

• Takes time for 1st year teachers.
• If the steps aren’t followed, sequence of skills is lost.
• Self designed material may use capricious approaches.
• Transfer of reading skills to recreational reading is not automatic.

• Library books and book fairs with SSR.
• Magazines with time to read them.
• Write plays, semester project: Middle
Ages or recycling.
• Career study with guest speakers who promote reading.

• Storytelling
• menus
• music
• games
• projects
• plays
• Language experience
• recipes
• cereal boxes
• read along cassettes
• comic books
• computers
• puppet shows.

• Using student experiences for writing charts and stories.
• Based on the relationship of child’s language and experiences to produce meaning related text.
• Includes all areas of language.

• Shared experience
• Shared talk about the experience
• Decisions made by the group about the writing.
• Shared reading of the story or chart.
• Follow-up activities.

• Follow up to field trips.
• Direct and indirect discourse: Different ink for different writers.
• Photo of each child with discourse balloon attached. Later rewrite using quotations marks.
• Write summary of science experiments.

• Can’t control difficulty of vocabulary.
• Not enough repetitions to learn sight words.
• Too much of teacher’s time to prepare.
• Individual needs are overlooked.
• Used with other methods it is an advantage.

• CAI- Computer assisted instruction can
– show different material in different learning modes: auditory, visual, kinesthetic, tactile.
– permit the learner to respond by writing or speaking.
– Give supplementary instruction to difficult ideas.
– Provide immediate feedback.
– Instant record keeping

• Drill and practice:
• tutorial dialogues
• simulations,
• learning games
• creative

• Diagnostic reading tests
– score the test
– record results
– prescribe appropriate instruction
– The teacher must interact with the program to make it successful.

• .

• State the benefits to your audience for taking this action:
– Benefit #1
– Benefit #2
– Benefit #3
State the benefits in terms that relate to your audience’s interests, needs, and preferences.

• Make the actions and benefits credible by using reliable, verifiable evidence.
Evidence may take the form of statistics, demonstrations, testimonials, incidents, or exhibits.
• Benefit #1
– Evidence
• Benefit #2
– Evidence
• Benefit #3
– Evidence

• Restate the specific action you recommend and the key benefits. State the benefits last.
Remember, your sense of conviction and your involvement with the content of the presentation are critical to its success.