What do Principals REALLY need to know about Reading?. Duquesne University. Learning Theories. Behaviorism Bottom-Up Cognitivism Top-Down Constructivism Interactive Transactional. Reading Approaches. Basal Text Whole Language Literature-Based (Thematic)
I can read.
Instruction in phonemics helps children to become aware of sounds in spokenwords
Good phonemics instruction………..
Instruction in fluency is extremely important. It is also the most neglected skill of the five critical reading areas. Fluent readers read rapidly, accurately, and with good expression.
Good fluency instruction……
Many vocabularies: Speaking, Listening, Reading
While children learn most of their vocabulary indirectly (by listening to adults and other children speak, being read to, conversing, and reading on their own) students with large vocabularies have a better chance of comprehending what they read.
Comprehension is the ultimate goal of reading instruction.
Good comprehension instruction…….
What we want students to DO:
Almost all principals have received training in the areas of leadership and management. However, most have received little or no training in the field of content knowledge in literacy instruction.
How do principals deliver effective literacy instructional leadership?
Principals need to understand the significance of entrenched philosophical and instructional habits that constitute a culture in a school- and his or her own power to change that culture. Trust teachers to share leadership, and create an atmosphere where colleagues listen to one another, the students, parents, and YOU!
(only if they are easy!)
(only if they are nice!)
(only if they are not for me!)
Principals also HAVE to have a sense of humor!