ERS nonsubscriber Bulletin 5/02: Effective Early Reading Instruction

Educational Research Service
Making a Difference in Our Children’s Future

A monthly summary of research, data, and information for school administrators, board members, and other education leaders routinely mailed to ERS Comprehensive subscribers.

May 2002
Volume 29, Number 9

Theme Issue: Early Childhood Education

Dear Colleague: This is the final issue of the ERS Bulletin to focus on the theme of early childhood education. The first three articles in this issue are devoted to resources on this theme, focusing on early reading instruction, early childhood programs advocacy, and early childhood curriculum models. Also in this issue of the ERS Bulletin, you’ll find information on other topics such as helping children through tragedy, perceptions of large and small high schools, and educating students with disabilities.

Effective Early Reading Instruction

Every child needs the best possible foundation in reading. The ability to read is critical for a child’s future learning, and it opens the doors to social and economic advancement. In technological societies such as the U.S., standards for literacy are on the rise—and those who fall short suffer debilitating consequences.

What We Know About: Effective Early Reading Instruction by Educational Research Service, offers preschool and early elementary school education leaders a variety of strategies and programs for sound literacy instruction and prevention of reading difficulties, as well as methods of intervention for children at risk of reading failure.

According to the book, good reading instruction for beginning readers includes:

both direct instruction in sound-symbol relationships and exposure to motivating, interesting reading materials;
a focus on the relationships between letters and sounds and the process of obtaining meaning from print;
high-quality instructional materials, including materials that students can read to themselves easily and more difficult texts that a child can learn to read with help from the teacher;
frequent and sustained opportunities for students to read both aloud and to themselves;
practice recognizing and producing letters;
practice emphasizing the sound structures of words; and
additional instruction through supplementary reading programs for students who fall behind expected levels.

In the U.S., 17 to 20 percent of children encounter significant reading difficulties in learning to read. Reading disabilities occur with equal frequency among girls and boys, although boys are identified as reading disabled four times more often than girls, often because of behavioral differences that are common in the early ages. Although not all reading disabilities can be traced to obvious risk factors, such difficulties occur in disproportionate levels among children who are poor, racial minorities, and non-native speakers of English.

Learning to read is easiest for children when four things happen in the classroom, says the book:

Teachers use a balanced approach—This means that teachers not only explain concepts, but also plan hands-on activities for children. This must be done in a logical, organized way. Among other things, lessons should focus on phonemes, spelling, vocabulary, and writing and speaking.

Teachers keep track of how students are doing—Throughout the school year, teachers notice how children’s skills are developing. In about the middle of kindergarten, however, it is especially important for students’ skill levels to be checked and problems to be addressed promptly. Children who have just transferred from another school should have their reading skills checked.

Teachers help when students fall behind—Reading problems are easiest to solve when they’re caught early. As soon as a child develops serious difficulties, the teacher might spend extra time teaching about the sounds that make up words, focus more on how letters represent sounds, work with the child on special practice assignments, or arrange for the child to be tutored up to once a day.

Teachers use proven instruction methods—Research shows that the best reading teachers have many things in common, including good classroom management skills, a positive attitude, high yet realistic expectations, trust in students, the ability to connect different lessons, and creativity.

“Word Sorts” Phonics-Based Technique

“Word sorts” is a phonics-based technique where students sort words according to their contrasting features to discover sound and symbol relationships for themselves. There are eight types of word sorts:

1. Picture sorts: Students sort pictures with similar sound features in their names, such as initial sounds.

2. Word sorts: Students sort words with similar sound features.

3. Word hunts: Students hunt through their reading and writing for words that are further examples of the patterns they are studying.

4. Closed sorts: Teachers define the categories and model the sorting process before the students sort.

5. Open sorts: Students create the categories for sorting, using packs of known words. These types of sorts are often helpful as a diagnostic tool because teachers get to see how students organize words on their own.

6. Blind sorts: A variation of a closed sort, this type involves a teacher or classmate calling out a word, and students pointing to the category to which it belongs. Blind sorts are particularly useful if students are so focused on visual patterns that they do not devote sufficient attention to the sounds of words.

7. Writing sorts: A variation of both closed and blind sorts, this type involves the teacher calling out a word, followed by the students writing the word in the proper category.

8. Speed sorts: These types are the same as ordinary word or picture sorting, except that the student tries to complete the task quickly. Speed sorts should be attempted only after students have become good at open and closed sorts, and after accuracy is guaranteed.

TO ORDER: What We Know About: Effective Early Reading Instruction (118 pages; #0449) is available for $20 ($15 for Individual Subscribers; $10 for Comprehensive Subscribers) plus postage and handling (add the greater of $3.50 or 10% of purchase price) from Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201. Phone: (800) 791-9308. Fax: (800) 791-9309. Email: msic@ers.org. Order online at www.ers.org.

As an ERS Comprehensive subscriber, you would have access to
ALL ERS online resources!

Most Recent ERS Bulletin

Past ERS Bulletins

Return Home