VACCA Chapter 2: Approaches to Reading Instruction

Units of Language

Categories of written language, ranging form the smallest unit, letters, to the largest unit, the whole text selection, that are emphasized for instructional purposes

Basal Reading Approach

Whole word reading approach that makes use of flashcards, manuals, workbooks, readers and tests; may be meaning-emphasis or code-emphasis.

Literature-Based Instruction

a major approach to reading that encourages students to select their own trade books, with the sessions followed by teacher-student conferences at which students may be asked to read aloud from their selections; used by teachers who want to provide for individual student differences in reading abilities while focusing on meaning, interest, and enjoyment

Individualizing Instruction

a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner

Comprehensive Approach

an approach to instruction that adheres to the belief that teachers need to possess a strong knowledge of multiple methods for teaching reading so they can create the appropriate balance of methods needed for the children they teach

Integrated Language Arts Approach

an instructional approach in which reading, writing, listening, speaking, and viewing activities are connected through the use of literature

Technology-Based Instruction

an instructional approach that utilizes computers and their many capabilities

Language Experience Approach

approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

Explicit Strategy Instruction

instruction that makes clear that what, why, when, and how of skill and strategy use

Instructional Scaffolding

process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students' experiences and knowledge as they are learning new skills