Explicit Instruction in Core Reading Programs

Keywords

explicit instructional moves, reading instruction, elementary school instruction

Abstract

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers’ editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence.

Original Publication Citation

Reutzel, D. R., *Child, A., Jones, C. D., & Clark, S.K. (2014). Explicit instruction in core reading programs. Elementary School Journal, 114(3), 406-430.

Document Type

Peer-Reviewed Article

Publication Date

2014-3

Permanent URL

http://hdl.lib.byu.edu/1877/5822

Publisher

The Elementary School Journal

Language

English

College

David O. McKay School of Education

Department

Educational Inquiry, Measurement, and Evaluation

University Standing at Time of Publication

Assistant Professor

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