Reading Skills Development: The Role and Education of Regular and Resource Teachers

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Contents 1 Summary 2 Key Points 3 Recommendations for Change and Further Study 4 What Do You Think?

Monique Brodeur, Monique Bournot-Trites, Éric Dion, Julien Mercier, and Line Laplante
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Summary

Despite the best efforts of Canadian educators more than four out of ten Canadians cannot read, write, perform simple arithmetic tasks or solve problems at the minimum levels required to participate in everyday activities. This paper recognizes schools as critical in effecting a shift in these troubling statistics, but also notes that achieving new outcomes require that all levels of the education system (from policy centres to classrooms) systematically incorporate research-based knowledge into decision-making processes and teaching practices.

Focusing on the specific area of early elementary (K-3) reading, the authors note the complex challenges involved in unifying decision-makers in the Canadian education sectors. They note, for example, that teachers are often confronted with conflicting recommendations as to what to teach, when to teach it and by which approach. These challenges provide a context for the paper, which endeavors to provide decision-makers and practitioners with the information they need to formulate a common vision for the roles and education of Canadian teachers and ultimately, to strengthen elementary teachers’ ability to effectively support all students on their journey to becoming competent readers.

Key Points

Research and commentary on reading skills development among grade K-3 students is explored through three categories. Key points explored in each of the three categories are summarized below.

1. The Roles of Regular and Resource Teachers

• The authors observe that early primary teachers (regular and resources) use the best available teaching methods within the limits of their local contexts (e.g. curricula, instructional materials, and social, cultural, economic and educational factors) to support early literacy development.
• Across the country, however, there are significant differences in reading instruction among teachers and in the organization of services in this area at the school district and provincial levels.

2. Pre- and In-service Educational Experiences of Regular and Resource Teachers

• Professional learning is a process that begins in pre-service programs and continues throughout teachers’ careers. While all teachers participate in learning throughout their careers, their experiences vary significantly:

• • Pre-service learning about effective reading instruction varies considerably among Canadian provinces and territories, and even among universities within the same province.
  • In-service learning also lacks a cohesive long-term vision and a systematic commitment to research-based professional development practices.

3. Desirable Changes in the Roles and Educational Experiences of Regular and Resource Teachers

• The authors recommend that educators consider moving practices toward the three-tier model for reading instruction and acquisition (Haager et. al. 2007).
• Noting the three-tier model’s emphasis on systematic monitoring of reading development and its ability to allow for specific and complementary roles among regular and resources teachers, the authors propose that this model is currently one of the most promising options available for improving reading instruction in Canadian schools.

Recommendations for Change and Further Study

In the final section of the paper, questions of how schools can move practices toward the recommended three-tier model for reading development and acquisition are discussed. A first step involves the creation of collective goals for implementation of the model followed by a three stage process: pilot studies; scaling-up and evaluation via experimental research; and analysis of results to determine if expansion of the model to all elementary schools is warranted.

Ongoing stakeholder input is central to the authors’ framework for change as evidenced by detailed information about how and when a wide range of education stakeholders should be engaged.

What Do You Think?

1. Do you agree or disagree strongly with any of the key points and recommendations presented in the paper?
2. What are your thoughts on the conclusions the authors reach from their analysis of current roles and the educational experiences of regular and resource teachers?
3. Can you provide examples from your own experience or other research that you may have read to support or challenge the arguments and recommendations presented in this paper?
4. What are your thoughts on the authors’ contention that progress in strengthening reading instruction requires the development of a common nationwide vision and strategic plan for the education and practice standards of regular and resource teachers?
5. On the condition that its merits are substantiated through experimental research, the three-tier model of reading instruction and acquisition is recommended for implementation in elementary schools across Canada. In your opinion, what evaluation criteria should be used to determine if the model warrants scaling-up?
6. Would you add anything to the key points or conclusions to enhance our understanding of early reading development and the roles of regular and resource teachers in Canadian elementary schools?
7. What impact do you feel the key points and recommendations presented in this paper might have for local or regional programs and policies?
8. Are there key points presented in the paper that you feel are particularly important for consideration in the development of a national literacy strategy?