Teaching All Students to Read in Elementary School

Author: Torgesen, J., Houston, D., Rissman, L., Kosanovich, M.
Publisher: RMC Research Corporation, Center on Instruction
Publication Date: 2007
Full text available online at: http://www.centeroninstruction.org/files/Principals%20Guide%20Elementary.pdf

Abstract (written by WestEd)

This guide is divided into three parts. The first part enumerates the critical elements of an effective reading program in elementary school: consistently implemented, high-quality initial classroom instruction and subsequent small-group instruction that is well-differentiated according to student needs; the use of student performance data to guide instruction and allocate instructional resources; and resources to provide intervention for struggling readers. In addition, it lists what aspects of phonics, vocabulary, comprehension, and fluency should be incorporated into the reading curriculum for each grade and emphasizes that these skills should be integrated and applied in a flexible manner.

The second part of the guide focuses on critical tasks for principals as literacy leaders on three levels: effective classroom instruction, data-based decision making, and school-level planning and implementation of effective interventions. As a leader of effective classroom instruction, the principal needs to ensure that teachers have excellent, ongoing, professional development; ensure that teachers have adequate materials to support high quality instruction; and monitor classroom instruction by walking through classes in session. The section on providing leadership for data-based decision making explains four types of reading assessments and provides a set of guiding questions to assist principals in choosing appropriate assessments. It also advises principals on using data management systems and conducting decision-making meetings. Finally, this part emphasizes the importance of the following: developing a school schedule that allows sufficient time for interventions; providing sufficient personnel to deliver the interventions in small groups; identifying appropriate instructional programs and materials to support effective interventions; and providing appropriate training to those who will implement the program; and providing oversight, energy, and follow-up in managing the intervention system.

The final part of the guide elaborates on special considerations for reading instruction after third grade. In sum, reading instruction should be integrated into content instruction. It then enumerates four effective instructional strategies for teaching reading: instruction in a variety of strategies for improving and monitoring comprehension; extended discussions of a text’s meaning; systematic and explicit instruction in essential vocabulary; and creating a learning environment in which students are motivated to understand and learn from the text. Finally, the report lists appropriate reading interventions for students in the late elementary grades.