Robert B. Cooter

Whole Language: Comparative Effects on First-Grade Reading Achievement

AbstractWhole language is an approach to reading and language instruction that is gaining increasing popularity nationwide. This acceptance is occurring without evidence that the use of a whole language approach will lead to comparable reading achievement when contrasted with traditional basal reader approaches. In this article, we report the findings of a study comparing two whole language classrooms and two basal classrooms on a standardized reading achievement measure at the conclusion of first grade. The results indicated a significant difference between whole language and basal reader approaches. The size of the effects favoring whole language over basal reader approaches was a moderate .6 standard deviation from the basal group mean performance. Results of this study supported the belief that whole language strategies and routines used in first-grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of b...

Effects of Ritalin on Reading

A description of the nature of Ritalin, its use in education, and its effects on reading performance

Storytelling in the language arts classroom

Abstract Storytelling is an ancient artform which has the potential of creating dramatic learning environments. This article describes a four‐step process by which teachers can select and present stories in the reading/language arts classroom. In addition, three storytelling‐related strategies useful for developing reading/listening comprehension and vocabulary are discussed. These include the Directed Listening‐Thinking Activity, Storytelling Maps, and Folktale Updates. Procedures for implementing the above strategies and a sample Storytelling Map are presented.

Evidence-based literacy education and the African American child

The authors review two evidence-based literacy studies conducted with low-income, urban, African American children. The first was a longitudinal study focused on developing prerequisite early literacy skills with preschoolers living at the poverty level. The second study focused on effective literacy practices at the elementary level.

Searching for Lessons of Mass Instruction? Try Reading Strategy Continuums

In an effort to bring consistency to reading instruction and supplement core reading programs, many urban-school leaders search for what the authors describe as “lessons of mass instruction.” These are clear and concise structures that help teachers across a school or school district develop a common understanding of evidence-based teaching practices. Such lessons may take the form of rubrics or reading strategy continuums that have agreed upon benchmark teaching behaviors and materials.

Teaching Reading Skills for Mastery

Tor many years, the Directed Reading Activity (DRA) has been used with reasonable success as the standard approach for teaching reading lessons. On the other hand, some reading educators have felt that the skill development section of the DRA comes too late in the lesson, offers too little direction for teachers, and is often poorly related to the text the children are assigned to read. The Direct Instruction Skills Plan (DISP) proposes: (1) a new placement for the skill lesson in the sequence of the reading lesson and (2) a more cohesive and comprehensive procedure for developing reading skills.