What studies say about effective teaching of beginning reading.

1. sustained focus on content

2. All students involved (whole class instruction dominates)

3. Brisk pace, with easy enough tasks for consistent student success

4. Studies reading aloud often and getting consistent feedback.

5. Decoding skills mastered to the point of overlearning (automaticity)

6. In the course of time, each child asked to perform and getting immediate, non-judgemental feedback

Other process outcome studies by Brophy-Evertson (1977) summarize it:

1. The best teachers are clearer.

2. They introduce more new concepts, engaged in less review.

3. They asked fewer questions.

4. Their feedback to the students was quick and non-evaluative.

5. They used whole-class instruction most of the time.

6. They were demanding and conveyed high expectations.

Points of advice to teachers by N.L. Gage and colleagues:

1. Introduce material with an overview or analogy.

2. Use review and repetition.

3. Praise or repeat student answers.

4. Be patient in waiting for responses.

5. Integrate the responses into the lesson.

6. Give assignments that offer practice and variety.

7. Be sure questions and assignments are new challenging, yet easy enough to allow success with reasonable effort.