A recent meta-analysis from the Harvard Education Review has shown that writing about something they have read improves pupils’ understanding of the text, as well as their reading fluency and word reading.
To reach this conclusion, the authors reviewed findings from 92 studies on the topic. They focused on studies that had an experimental or quasi-experimental design; involved a treatment group that wrote about what they read, were taught to write, or increased how much they wrote; and included at least one reading measure that assessed the impact of the writing treatment or condition.
Source: Writing to Read: A meta-analysis of the impact of writing and writing instruction on reading (2011), Harvard Educational Review, 81(4)
A study from the RAND Corporation examines what makes for good reading coaches and coaching. The study included 113 schools from 8 districts in Florida. All used reading coaches to work with school staff to improve their reading teaching and leadership skills. The data showed no relationship between teacher and principal perceptions of coach quality and students’ reading achievement.
The researchers suggest that being an effective literacy coach may require more than content-area expertise and experience teaching children. They identify “understanding how to support adult learners” as a key area of expertise that was sometimes lacking with the coaches in the study.
Source: Reading Coach Quality: Findings from Florida Middle Schools (2012), Literacy Research and Instruction, 51(1).
The latest issue of Better: Evidence-based Education, has just been published by the Institute for Effective Education, and provides advice on what to do to help struggling readers.
We know a lot about how to solve reading failure, and this issue presents articles on proven solutions in primary and secondary schools. The solutions vary in many ways, but together they show that virtually all children can succeed in reading.
Source: Better Evidence-based Education