Discussion Articles Allington, Valencia, Buly,

What I’ve Learned About Effective Reading Instruction (Allington, 2002)

Behind Test Scores: What Struggling Readers Really Need (Valencia, Buly, 2004)

(Allington, 2002)

We discussed the six T of effective elementary literacy instruction.

1. Time: Reading and Writing is done 50% of each day
2. Texts: Supply of books their students’ levels
3. Teaching: explicit demonstrations of cognitive strategies and effective modeling of a good reading strategies
4. Talk: classroom talk is purposeful and posed more “open” questions, conversations between teacher/student and student/student
5. Tasks: longer assignments, tasks often involved student choice and a task could be worked with many days (example: a student’s piece of writing)
6. Testing: grades based more on effort and improvement than simply on achievement 

We talked about that Allington stressed an effective teacher did almost no test prep.  Those teachers believed their instruction would help their students perform well on any test.  I know, I fell into the test prep trap in the past.  It is difficult to not worry if what I had done was enough.  Teachers must have confidence in what we are doing. 

We also agreed that if enhanced reading proficiency is to increase it will be through the classroom teacher.  Teachers will need great support and training every year to become more expert.

(Valencia, Buly, 2004)

• Our group agrees with both articles that an effective teacher will always be key in a successful classroom. Regardless of the method or curriculum in place by the district, great teachers will mold and change it to suit their students’ needs. Even if he or she must spend their own money.
• Our group believes that one size does not fit all. Children’s needs should be met at their level and development.  Children need multilevel, flexible, small group instruction.
• We discussed how time, money, materials, and training would be an important factor to help all teachers become more effective in their classrooms.
• We need to be more mindful how we as teachers model, think aloud, and talk to our students about reading strategies and literature.
• Teachers need multilevel books with a range of interest for their students. 
• Schools need more effective assessment rather than just the one big state test to guide our school’s instruction 
• Teachers need time and help (reading specialist) to look beneath what is on those state exams to find a good instructional point for struggling readers.