Childhood Teaching Approaches

Teaching Approaches

Childhood

Scientific evidence can help build a foundation for instructional practice. Through findings from the National Reading Panel (NRP) report and other research, teachers can learn about effective approaches to teaching the foundations of reading. Here are just a few of the fundamental findings of the NRP:

  • Certain instructional methods are more effective than others. Many of the more effective methods are ready for implementation in the classroom.
  • To teach reading well, teachers must use a combination of strategies, incorporated in a coherent plan with specific goals. A teacher who addresses only one area of reading or uses one instructional approach will probably not be successful.
  • Teachers must be provided with appropriate and intensive training to ensure that they know when and how to teach specific strategies. Teachers must know how children learn to read, why some children have difficulty reading, and how to identify and implement instructional strategies for different children.

For more information on teaching practices that build phonemic awareness, phonics, fluency, vocabulary and text comprehension, consult Put Reading First:  The Research Building Blocks for Teaching Children to Read.  Or click here for information on phonemic awareness instruction; phonics instruction; fluency instruction; vocabulary instruction; and text comprehension instruction.