NRP 2006: Assisted Ventilation Khalid Aziz, Canadian NRP Committee.
National Reading Panel ( NRP) and National Literacy Panel (NLP)
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Transcript of National Reading Panel ( NRP) and National Literacy Panel (NLP)
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National Reading Panel ( NRP) and National Literacy Panel (NLP)
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National Reading Panel• The following generalizations are cited by many authors,
usually with the notion that they may also be valid for ESL(ELL) students.
• Teaching phonemic awareness to children improves their reading more than instruction that does not have a focus on phonemic awareness.
• Systematic phonics instruction works best for students in kindergarten to grade 6 and for children who have reading difficulties.
• Older students receiving phonics instruction were better able to decode words and spell words and to read text orally, but their comprehension of text was not significantly improved.
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Narional Reading Panel• Guided repeated oral reading procedures that included
guidance from teachers, peers, or parents had a significant and positive impact on word recognition.
• The Panel found no evidence to suggest that independent silent reading resulted in the improvement of reading.
• The Panel found that instruction in vocabulary resulted in increases in comprehension.
• The Panel concluded that teaching a combination of techniques is the most effective way to improve comprehension.
• It was concluded that to be most effective teachers needed to be taught teaching strategies explicitly.
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National Literacy Panel• a.) .... by and large, for language-minority children, word-level
components of literacy (e.g., decoding, spelling) either are or can be (with appropriate instruction) at levels equal to those of their monolingual peers.
• b.) ... this is not the case for text-level skills, like reading comprehension, which rarely approach the levels achieved by their monolingual peers.
• c.) Language-minority students who are literate in their first languages are likely to be advantaged in the acquisition of English literacy.
• d.) ... language-minority students instructed in their native language (primarily Spanish in this report) as well as English, perform on average, better on English reading measures than language-minority students instructed only in their second language (English in this case).
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Slavin & Cheung (2005)
• “The most important conclusion from research comparing the relative effects of bilingual and immersion programs for English learners is that there are too few high-quality studies of this question”
• (Of the 17 studies that fit their qualifications) …. 12 revealed bilingual education resulted in higher scores, while English immersion resulted in no superior performances.
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Connor, Morrison, Fishman, Schatschneider, & Underwood (2007) • “Many children fail to reach proficient levels
in reading only because they do not receive the amount and type of instruction they need” (p. 464).
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Connor, Morrison, Fishman, Schatschneider, & Underwood (2007) • “Instructional strategies that help one student
may be ineffective when applied to another student with different skills” (p. 464).
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Connor, Morrison, Fishman, Schatschneider, & Underwood (2007) • “…. the impact of any particular instructional
strategy appears to depend on children’s language and literacy skills”