The Science of Teaching Reading Part 2: Instructional Approaches That Promote Reading Development

Session Type: Symposium

Abstract

This symposium will be Part 2 of the Science of ‘Teaching’ Reading and includes four papers that examine effective teaching approaches to promote reading development among racially and linguistically diverse elementary-grade students. The symposium complements the session, “The Science of Teaching Reading Part 1: Educator knowledge, professional development, and student reading achievement.” The present session includes four papers on the following specific topics: (1) teaching complex grapheme-phoneme correspondences; (2) integrated instruction of reading and writing; (3) content-rich curriculum on reading comprehension and mechanisms; and (4) a systematic review of classroom observation studies in the last four decades. Collectively, these papers expand our understanding of effective teaching approaches and offer insights for enhancing reading outcomes for diverse student populations.

Sub Unit

• SIG-Research in Reading and Literacy

Chairs

• Young-Suk Grace Kim, University of California - Irvine

• Catherine E. Snow, Harvard University

Papers

• Word Reading Instruction for Individuals in Grades 2–4 With Word Reading Disabilities - Alexis Boucher, University of Tennessee; Nathan H. Clemens, University of Texas at Austin; Sharon R. Vaughn, University of Texas at Austin; Greg J. Roberts, University of Texas at Austin; Marcia Barnes, Vanderbilt University

• A Randomized Control Trial of Integrated Teaching of Reading and Writing - Young-Suk Grace Kim, University of California - Irvine; Karen R. Harris, Independent Consultant; Rebecca Goldstone, University of California - Irvine; April Camping, SRSD Online; Steve Graham, Arizona State University

• Improving Elementary School Students’ Reading Comprehension Through Content-Rich Literacy Curriculum: The Effect of Structured Read-Aloud Supplements on Measures of Comprehension Transfer - Douglas M. Mosher, Harvard University; James Kim, Harvard University