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WHAT IS GOOD LITERACY INSTRUCTION

GOOD LITERACY INSTRUCTION IS ABOUT STUDENT LEARNING. ACHIEVEMENT = LEARNING. In the current test-driven climate, it is easy to confuse performance on high-stakes, standardized tests with learningThe type of instruction that may result in higher test performance for schools or classrooms can be detrimental to deep-seated or long-term learningThus, achievement, as measured only by test scores, does not equate to learning.

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WHAT IS GOOD LITERACY INSTRUCTION

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    1. WHAT IS GOOD LITERACY INSTRUCTION? Patricia A. Alexander University of Maryland

    2. GOOD LITERACY INSTRUCTION IS ABOUT STUDENT LEARNING

    3. ACHIEVEMENT = LEARNING In the current test-driven climate, it is easy to confuse performance on high-stakes, standardized tests with learning The type of instruction that may result in higher test performance for schools or classrooms can be detrimental to deep-seated or long-term learning Thus, achievement, as measured only by test scores, does not equate to learning

    4. GOOD LITERACY INSTRUCTION FOSTERS ACADEMIC DEVELOPMENT

    5. What is Academic Development? Academic Development … … the systematic changes that occur as a result of formal education

    6. The path to academic development in literacy requires continuing attention to students’ domain knowledge, interests, and their strategic processing No student can achieve competence in any academic domain without the strategies and skills to comprehend both traditional and nontraditional texts

    7. THE MODEL OF DOMAIN LEARNING (MDL) DEPICTS ACADEMIC DEVELOPMENT

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    9. COMPONENTS OF THE MDL Subject-Matter Knowledge Learner Interest Strategic Processing

    10. SUBJECT-MATTER KNOWLEDGE All knowledge that an individual has relative to a specific domain of study or a topic drawn from that domain. Types of Subject-Matter Knowledge Domain Knowledge Breadth of knowledge Topic Knowledge Depth of knowledge

    11. LEARNER INTEREST Interest is the energizing of learners’ underlying needs or desires Individual or Personal Interest Long-term investment or deep-seated involvement in a given pursuit, subject, or topic Situational Interest Temporary arousal or attention that is triggered by conditions within the immediate context

    12. STRATEGIC PROCESSING General cognitive or metacognitive/self-regulatory processes purposely invoked Two Types Surface-Level Strategies Initial understanding Includes rereading or omitting unfamiliar words Deep-processing Strategies Personalizing or transforming the message Includes comparison to prior learning or questioning the author

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    14. WHEN IT COMES TO DOMAIN LEARNING, LEARNING TO READ AND READING TO LEARN ARE INSEPARABLE

    15. MENTIONING = TEACHING Mentioning refers to the superficial treatment of essential content and strategies (Durkin 1978) The high-stakes curricula of current public education may promote mentioning over teaching Mentioning literacy components in domain instruction does not constitute effective literacy instruction It is time to return to meaningful literacy teaching embedded within the instruction of other academic domains

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