Effective Instruction for Middle School Students

with Reading Difficulties

The Reading Teacher’s Sourcebook

by

Carolyn A. Denton, Ph.D.

Children’s Learning Institute University of Texas Health Science Center at Houston

Sharon Vaughn, Ph.D.

Meadows Center for Preventing Educational Risk University of Texas at Austin

Jade Wexler, Ph.D.

University of Maryland, College Park

Deanna Bryan

and

Deborah Reed, Ph.D.

University of Texas at El Paso

Effective Instruction for Struggling Readers

Chapter 6

Delivering Effective Instruction

Are there teacher behaviors that make a difference in student learning? Absolutely. Teachers who have a repertoire of certain teaching behaviors are more effective than teachers who are unaware of these practices. The teaching skills and strategies proven to improve student learning can be thought of as "features of effective instruction." Through learning and practicing these skills, teachers can have a positive impact on the progress of their students, especially those with learning difficulties, often resulting in a heightened sense of empowerment and confidence for the teachers. Some important elements of effective instruction for students with reading difficulties include the following:

• Explicit instruction
• Targeted instruction
• Time on task
• Quick pacing of lessons
• Positive feedback
• Corrective feedback
• Student motivation

TERMS TO KNOW

• autonomy: Personal independence
• corrective feedback: Specific clarification provided by the teacher to give students information about their errors
• explicit instruction: Instruction that is clear and obvious so that students do not have to guess what they are expected to learn
• motivation: A feeling of interest or enthusiasm that makes a student want to complete a task or improve his or her skills
• positive feedback: Specific praise provided by the teacher to reinforce students’ correct responses and encourage student effort
• quick pacing of lessons: Instruction that moves at a manageable pace for students while minimizing unnecessary teacher talk and transition time between activities
• scaffolding: Adjusting and extending instruction so that students are able to be successful with challenging tasks
• scope and sequence: The content and objectives included in a curriculum and the order in which they are presented
• self-regulation: A student’s ability to monitor his or her own progress and make adjustments to complete a task as necessary
• targeted instruction: Instruction that is based on assessments; targets student weaknesses, builds on strengths, and is designed to teach students exactly what they need to learn
• time on task: Time when students are actively engaged in learning and applying what they have learned

EXPLICIT INSTRUCTION

When instruction is explicit, students know exactly what they are expected to learn. Explicit instruction is provided through the following:

• A clear statement of the objective
• Modeling
• Demonstration
• Understandable explanation

For example, when teaching the sight word "through":
Teacher: "This word is through. It is an irregular word because the 'o-u' makes the sound /ew/ and the 'g-h' is silent. Let's read a sentence with the word through in it."
Students: "When the Prince of Wales went through the door, he realized everyone was there to make him King."
The teacher reminds the students to think of sentences with the word through and engages them in using it in context.

TARGETED INSTRUCTION

Targeted instruction is based on ongoing student assessments. Teachers gather information from assessments to determine what students need to learn, with assessment at the beginning of the year or when a student first begins reading class being crucial for identifying strengths and needs. Regular data collection is essential to define progress and guide instructional objectives. An effective teacher scaffolds to help students move from known to new concepts, providing temporary support that is withdrawn once a student is capable of performing tasks independently. Examples of scaffolding include:

• Choosing text at an appropriate instructional level
• Organizing tasks into smaller steps
• Connecting instruction to prior knowledge

TIME ON TASK

Time on task refers to students being actively engaged in learning. Effective behaviors indicating time on task include:

• Making direct eye contact with the teacher
• Giving relevant answers to questions
• Applying strategies appropriately

QUICK PACING OF LESSONS

Quick pacing increases instructional time, requiring planning and a clear understanding of the scope and sequence of the curriculum. Teachers must adjust pacing according to student responsiveness and ensure efficient transitions and minimal downtime.

POSITIVE FEEDBACK

Positive feedback should be authentic and specific. For example:

• "You recognized the parts of that word. Good work."
• "Nice job of making notes while you read."

CORRECTIVE FEEDBACK

Corrective feedback provides information about mistakes in a neutral tone. For instance, statements like "This paragraph will tell you why the octopus is often near larger fish. See if you can reread the paragraph and find the answer." encourage students without instilling fear of making mistakes.

ENGAGED READING PRACTICE

Students must be given ample time to actively engage in reading. Engaging in various formats, such as peer partners and small groups, is more effective than traditional methods like round robin reading.

ADDRESS STUDENT MOTIVATION

Motivation is crucial for older struggling readers. Creating environments that encourage autonomy, making learning relevant, and teaching self-regulation can significantly enhance student engagement. Strategies might include allowing students to choose reading materials and connecting content to their interests.

Fostering an environment that supports self-regulation, along with effective instruction, is essential to improving reading outcomes.