The New Art and Science of Teaching Reading. Robert J. Marzano
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Art and Science of Teaching. The content-specific model should fit within the context of the general framework, but it should be based on content-specific research and should take into account the unique challenges of teaching a particular content area. For reading, such a content-specific model should address important aspects of reading and reading instruction, such as concepts of print, word recognition, fluency, vocabulary, comprehension, grouping strategies, the role of culture, and the unique needs of English learners and struggling readers, among others. A content-specific model for reading should address these aspects in depth and relate back to the general framework of instruction. We designed this book to provide just such a model. Specifically, in the following chapters, we address the three overarching categories—(1) feedback, (2) content, and (3) context—with their corresponding ten categories of instruction and the embedded forty-three elements that feature specific strategies expressly for reading.
Although this text predominantly provides suggestions to support lesson planning around reading instruction, we encourage readers to explore the foundational book The New Art and Science of Teaching (Marzano, 2017). In doing so, they will likely infuse their content areas and grade levels with additional strategies.
This Book
To orient readers, we begin in chapter 1 with an overview of how reading research and instruction have progressed since the middle of the 19th century, followed by a research-based description of how skilled reading develops. Then, we present our reading-specific model of instruction that features five elements—(1) foundational skills, (2) word recognition, (3) fluency, (4) vocabulary, and (5) comprehension—and describe the research supporting each element.
In chapters 2 through 11, we situate that reading-specific model within the broader context of The New Art and Science of Teaching framework. Part I, focused on feedback, begins with chapter 2, which describes how teachers can articulate the content to be learned in the reading classroom using learning progressions (called proficiency scales) and use those scales to track students’ progress and celebrate their success. In chapter 3, we explain how to assess students’ current status relative to the content articulated in the proficiency scales.
Part II addresses content. In chapters 4, 5, 6, and 7, we articulate instructional strategies for teaching the reading content that students need to learn. Chapter 4 focuses on conducting direct instruction lessons, chapter 5 on conducting practicing and deepening lessons, chapter 6 on conducting knowledge application lessons, and chapter 7 on using strategies that appear in all types of lessons.
Part III, concentrated on context, reviews reading-related issues pertaining to student engagement (chapter 8), rules and procedures (chapter 9), building relationships (chapter 10), and communicating high expectations to all students (chapter 11).
Chapter 12 describes a four-step process for developing teachers’ expertise. In anticipation of chapter 12, each chapter contains self-rating scales for readers to assess their performance on the elements of the model. By doing this, they can determine their areas of strength and the areas in which they might want to improve relative to The New Art and Science of Teaching. All of the self-rating scales in this book have the same format for progression of development. To introduce these scales and help readers understand them, we present the general format of a self-rating scale in figure I.2.
Figure I.2: General format of the self-rating scale.
To understand this scale, it is best to start at the bottom with the Not Using row. Here the teacher is unaware of the strategies that relate to the element or knows them but doesn’t employ them. At the Beginning level, the teacher uses strategies that relate to the element, but leaves out important parts or makes significant mistakes. At the Developing level, the teacher executes strategies important to the element without significant errors or omissions but does not monitor their effect on students. At the Applying level, the teacher not only executes strategies without significant errors or omissions, but also monitors students to ensure that they are experiencing the desired effects. We consider the Applying level the level at which one can legitimately expect tangible results in students. Finally, at the Innovating level, the teacher is aware of and makes any adaptations to the strategies for students who require such an arrangement.
Each chapter also contains Guiding Questions for Curriculum Design to support planning and aid in reflection.
Appendix A provides an overview of The New Art and Science of Teaching framework. Appendix B features orthography exercises, and appendix C examines reading in the disciplines. Appendix D lists the figures and tables featured in this book. Additionally, please visit go.SolutionTree.com/instruction to access the book’s three online appendices featuring phoneme charts, vocabulary games, and culturally diverse texts.
In sum, The New Art and Science of Teaching Reading is designed to present a reading-specific model of instruction within the context of The New Art and Science of Teaching framework. We address each of the forty-three elements from the general model within the context of reading instruction and provide reading-specific strategies and techniques that teachers can use to improve their effectiveness and elicit desired mental states and processes from their students.
CHAPTER 1
Reading Research and a Reading-Specific Model of Instruction
To orient readers, we begin with a brief explanation of how reading research and instruction have progressed since the middle of the 19th century, followed by a research-based description of how skilled reading develops. Then, we present our reading-specific model of instruction. In chapters 2 through 11, we situate that reading-specific model within the broader context of The New Art and Science of Teaching framework.
Reading Research
Historically, we can conceptualize reading research and instruction in four chronological phases.
1. Before the 20th century
2. From 1900 to the 1970s
3. From the 1970s to the 1990s
4. From the 1990s to the present
Here, we describe salient features