Marcy Stein

Learning Vocabulary Through Reading

This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally taught before their appearance in the passages. Word meanings were learned from context, and more frequent presentation in context increased learning. Also, better readers profited more from context than did less skilled readers, and prior exposure (informal teaching) resulted in greater learning. Vocabulary effects were also observed on a measure of reading comprehension. Whether incidental learning accounts for vocabulary growth is discussed.

Analyzing Beginning Reading Programs: The Relationship Between Decoding Instruction and Text

This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.

Direct Instruction: Integrating Curriculum Design and Effective Teaching Practice.

This article outlines the underlying instructional design principles that are at the heart of the Direct Instruction Model and illustrates the application of those principles to a variety of content areas. The authors provide a rationale for the integration of curriculum design principles with effective teaching practices along with criteria for evaluating and selecting curriculum materials based on those principles. Finally relevant resources are offered for those interested in implementing a Direct Instruction Model.

Improving Reading Comprehension by Using Paragraph Restatements

Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.

TEXTBOOK EVALUATION AND ADOPTION

Given the prevalence of commercially developed instructional materials in classrooms throughout the United States, the purpose of this article is to encourage educators to carefully examine the textbook adoption process, especially the way in which adoption committees evaluate and select instructional materials. While the evaluation and adoption of these materials is dictated in part by state and local policy, the process of textbook adoption is critical to the selection of high quality materials. In this article, we review the available research literature on the textbook adoption process and include recommendations for improving the process. In addition, we discuss guidelines for designing evaluation criteria that can be used in the selection of instructional materials. Specific examples of screening instruments and an adoption timeline are provided and discussed.Given the prevalence of commercially developed instructional materials in classrooms throughout the United States, the purpose of this article is to encourage educators to carefully examine the textbook adoption process, especially the way in which adoption committees evaluate and select instructional materials. While the evaluation and adoption of these materials is dictated in part by state and local policy, the process of textbook adoption is critical to the selection of high quality materials. In this article, we review the available research literature on the textbook adoption process and include recommendations for improving the process. In addition, we discuss guidelines for designing evaluation criteria that can be used in the selection of instructional materials. Specific examples of screening instruments and an adoption timeline are provided and discussed.

Organizational Strategies and Practice Procedures for Teaching Basic Facts.

Elementary mathematics instruction strives for both meaningful understanding and the mastery of algorithms. One variable relating to the mastery of algorithms is a proficiency in facts. Thornton (1978) evaluated strategies for fact memorization with second and fourth graders. Her addition sequence included teaching doubles (e.g., 4 + 4, 5 + 5), doubles plus 1, sharing numbers to make a double (e.g., 6 + 8, 9 + 7), addition of 9 (i.e., 1 less than adding 10), and the remaining facts. Extending Thorntons work, two studies explored the following question: Are strategies effective for teaching easier facts (most having addends of 1, 2, and 3)? The studies investigated a strategy for teaching easy facts to younger students who had not yet been taught addition facts. The strategy was based on the counting relationship between successive facts, indicated by the circled numerals that appear in the counting order.