Using the Framework
The
cognitive framework of reading acquisition described in these pages
was created as the centerpiece of a suite of tools designed to help
K-2 reading teachers develop effective, research-based, child-centered
instructional strategies. The framework is the centerpiece because
the first priority was to help teachers gain an "expert"
view of reading acquisition. When multiple K-2 teachers on a campus
all share this view, they can work more effectively as a team to
organize reading instruction across grade levels. Using the framework
as the "big picture" of reading acquisition, teachers
can examine what each child should learn in each grade, and they
can develop a more coherent reading program so that one class complements
and supports the next. Using the framework and the suite of tools,
teachers can develop campus-wide assessment strategies that better
inform the developmental progress of individual children from year
to year. Teachers can thereby better communicate assessment information
to other concerned parties, such as parents, school administrators,
and other colleagues.
Available in Print and Online
Most of these tools and resources can be accessed through SEDL’s
Web site, free of charge. Most of these tools and resources
are being presented in electronic format because many of them are
interactive, and it is not possible to convey the information effectively
on paper. The Reading Assessment Database
for Grades K-2, for example, contains information about
some 150 assessments. Those summaries could have been printed, but
it is much more efficient to present that information in a searchable
database.
SEDL is distributing this essential text describing the cognitive
framework of reading acquisition in hard copy, but all of the text
in this printed document is also available on the Web site. The hard copy is more
pleasant to read than electronic text, but it should be noted that
while all of the text in the paper document is contained on the
Web site, the reverse is not true: Many resources are included in
the electronic version that were not reproduced in the paper document.
Printing all of that information would be too cumbersome. That information
is no less relevant to reading instruction, though, and we encourage
teachers to spend some time looking through all that is available
on the electronic version.
There is added benefit to the electronic format over the paper
format — the electronic format made it possible to truly integrate
all of SEDL’s reading resources. These resources are moderately
useful in isolation, but when combined and integrated, they provide
a very rich information resource for teachers that is also useful
to administrators and staff developers. We have described the cognitive
framework of reading acquisition as the centerpiece around which
all of the other resources were developed, and the electronic version
of this suite of resources makes the reason for this description
quite evident.
Using the Resources Online
To use the electronic version, you may start with the A-shaped graphical
representation of the framework. The various cognitive elements
are represented in the graphic, and to explore each element, you
simply use the mouse to click on an element in the graphic that
interests you.
Once you select an element, you have five "pathways"
to choose from:
- You can find out more about the cognitive element itself by
reading an in-depth description of the element.
- You can learn about assessment techniques and search our database
for published reading assessments that specifically test that
element.
- You can browse through our database of ideas for classroom activities
that specifically support that element.
- You can access our bibliography for research articles related
to that element.
Naturally, most of these resources can be used alone. For example,
the Reading Assessment Database has
its own search-interface so you can perform more advanced searches
for assessments. However, the way that most people will be introduced
to SEDL’s resources is through the lens of the cognitive framework
of reading acquisition. We feel that when people see how they can
use the framework as an organizing and sorting tool, they will begin
to use it to organize and sort reading instruction in their own
schools.
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