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Teaching Reading Skills for Mastery

Teaching Reading Skills for Mastery A comprehensive plan for providing both direct and text-related reading skill instruction To r 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 read- ing lesson and (2) a more cohesive and comprehensive proce- dure for developing reading skills. Describing the Direct Instruction Skills Plan (DISP) Skill instruction usually occurs after children have read the story in the traditional DRA lesson sequence. Reutzel (1985) and Duffy and Roehler (1984) indicate that reading NOV. 1987 127 skill instruction should occur prior to reading. Further, Reutzel and Daines (1986) strongly suggest that skill instruction be explicitly related to: (1) the stories children will be expected to read or (2) functional, real-life events to which the skill can be applied since most basal teachers' editions fail to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Teaching Reading Skills for Mastery

Cooter, Robert B.; Reutzel, D. Ray
Academic Therapy , Volume 23 (2): 8 – Nov 1, 1987
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References (6)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128702300203
Publisher site
See Article on Publisher Site

Abstract

A comprehensive plan for providing both direct and text-related reading skill instruction To r 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 read- ing lesson and (2) a more cohesive and comprehensive proce- dure for developing reading skills. Describing the Direct Instruction Skills Plan (DISP) Skill instruction usually occurs after children have read the story in the traditional DRA lesson sequence. Reutzel (1985) and Duffy and Roehler (1984) indicate that reading NOV. 1987 127 skill instruction should occur prior to reading. Further, Reutzel and Daines (1986) strongly suggest that skill instruction be explicitly related to: (1) the stories children will be expected to read or (2) functional, real-life events to which the skill can be applied since most basal teachers' editions fail to

Journal

Academic Therapy – SAGE

Published: Nov 1, 1987

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