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Proponents of Open Court Reading believe that its focus on phonics and reading comprehension strategy use, both taught with very explicit instruction, benefit children. Some critics dislike the explicit nature of instruction, suggesting that it leaves little room for child exploration or teacher creativity, as constructivist models of reading ...
This includes a change of focus to research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension. Specific requirements are that reading instruction be systematic and explicit, and include decoding techniques. [121]
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
What is required is a) evidence-based curriculum and instruction (including explicit and systematic instruction in phonemic awareness and phonics), b) evidence-based screening assessments, c) evidence-based reading interventions, d) accommodations that are not used as a substitute for teaching students to read, and e) professional assessments ...
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
As a result, the brain adapts to the challenge of reading. The process of reading involves most of the brain, especially an interconnection between visual areas and language areas; but also neural systems related to action, emotion, decision-making, and memory. [2] [3] The science of reading (SOR) is the discipline that studies reading. [4]
Explicit, systematic instruction is recognized as having a direct impact on student success, especially in low-achieving students and supports its use in phonics instruction. [ 5 ] [ 6 ] As well, research shows phonics instruction is useful to students of all ages [ 7 ] [ 8 ] and other research validates intense instruction in decoding skills ...
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