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Major Reports
The National Reading Panel (April 13, 2000) reports that a combination of teaching phonics, word sounds, giving feedback on oral reading provides the most effective way to teach reading. In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn to read the National Reading Panel (National Institute of Child Health and Human Development, 2000) recently presented its findings. For its review, the Panel selected methodologically sound research from the approximately 100,000 reading studies that have been published since 1966, and from another 15,000 earlier studies. It determined (Hall, 2000) that "effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practise what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension."
www.nationalreadingpanel.org
Findings of the National Research Council Committee on the Prevention of Reading Difficulties in Young Children. The NRC is the research arm of the Washington-based National Academy of Sciences, and took on the task at the behest of the U.S. Departments of Education and Health and Human Services. the book
A Synthesis of Research on Reading from the huge studies under the auspices of the National Institute of Child Health and Human Development (NICHD) by Bonita Grossen, University of Oregon, 1997 Research program
Every Child Reading: An Action Plan and Every Child Mathematically Proficient: an Action Plan. The Learning First Alliance has developed guides for supporting literacy and math proficiency, with tips for parents, teachers and schools. Action Plan
Voorkomen van en effectieve hulp bij leesproblemen
Dr. Kerry Hempenstall is een van de belangrijkste Australische voorvechters van het gebruik van wetenschappelijke kennis bij het voorkomen en behandelen van leesproblemen. Veel van zijn overzichtsartikelen zijn beschikbaar op het Internet. |
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Over de rol van foneembewustzijn. lees meer
Over andere fonologische processen, zoals de toegang tot lexicale informatie. Problemen hiermee uiten zich o.a. als woordvindingsproblemen en geheugenproblemen. lees meer
Over de kwaliteit van leerkrachten.lees meer
Een groot overzicht over kennis betreffende het voorkomen en begeleiden van leesproblemen. lees meer
Onderwijs aan zwakke lezers moet gebruik maken van de wetenschappelijke kennis!
zie de rapporten in de kolommen hiernaast.
Meer van Kerry Hempenstall?
Zie zijn site:http://www.rmit.edu.au/staff/kerry_hempenstall
Major Reports
Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. This report from the American Federation of Teachers describes the essential knowledge teachers should have in order to be successful at teaching all children to master reading. Recommendations for improving the teaching of reading are made regarding teacher education and professional development.
High-Quality Reading Instruction
Tools for Schools: School Reform Models Supported by the National Institute on the Education of At-Risk Students. The National Institute is a part of the U.S. Department of Education's Office of Educational Research and Improvement. This guide describes 27 school reform models, providing information about comprehensive school reform models, classroom and curriculum redesign models, and professional development reform models.
Tools for Schools
Every child reading: An action plan of the Learning First Alliance (1998). Schools should base educational decisions on evidence, not ideology. Initial instruction should include explicit, systematic instruction in phonemic awareness and phonics. Reading materials should feature a high proportion of new words that children can "sound out" using the letter-sound relationships they have been taught. The Learning First Alliance comprises 11 teacher organizations. [On-Line].
National Research Council Jan 2002 WASHINGTON -- To ensure that minority students who are poorly prepared for school are not assigned to special education for that reason, educators should be required to first provide them with high-quality instruction and social support in a general education classroom before making a determination that special education is needed, says a new report from the National Academies' National Research Council. Educators also should adopt comprehensive screening strategies, particularly in reading, to identify students at risk of school failure as early as possible, and intervene before academic or behavior problems become deeply entrenched. Moreover, states should raise training and professional-development requirements for all prospective and current teachers to help them better meet the needs of atypical learners. Donovan, M.S. & Cross, C.T. (Eds.) (2002). Minority students in special and gifted education. National Research Council. [On-Line].