Building an Effective Reading Program 15
special instruction, parents should not be allowed to drop in on the classrooms, and only in true emergencies should the intercom or telephone interrupt instruction. This uninterrupted block of time allows teachers to provide quality instruction in all the different components of literacy. Teachers will have time to work with the whole class, small groups, and individuals using whatever format they feel is most effective for the goals they seek to accomplish. Teachers will have time to read aloud to students, and students can do writing that connects with what they are reading. In addition to getting reading instruction from the teacher, students will have time for independent reading and working collaboratively with others. Perhaps as important, providing teachers with uninterrupted time to teach reading sends a powerful message that school leaders believe that every child learning to read well is important, that reading is a complex subject to teach, and that good reading instruction takes time.
Building Your Reading Program This chapter has summarized six overriding ideas that underpin good instruction in all areas of reading. The next eight chapters of this book will address the individual components of a comprehensive and effective reading program. When thinking about the components presented in the next chapters, keep the six ideas in mind: 1. Reading is complex. 2. Reading First didn’t work. 3. All schools can increase reading achievement. 4. Effective literacy instruction requires a supportive, nurturing classroom environment. 5. Assessment can promote or hinder good instruction. 6. The school schedule affects literacy instruction.
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