Explicit Instruction in Core Reading Programs
explicit instructional moves, reading instruction, elementary school instruction
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.
BYU ScholarsArchive Citation
Jones, Cindy D. and Clark, Sarah, "Explicit Instruction in Core Reading Programs" (2014). Faculty Publications. 3008.
The Elementary School Journal
David O. McKay School of Education
Educational Inquiry, Measurement, and Evaluation
© 2014 by The University of Chicago. All rights reserved. 0013-5984/2014/11403-0005