celebration press reading: good habits, great...

Celebration Press Reading: Good Habits, Great Readers—The Research Guiding an Innovative Program for Instruction in Reading ComprehensionNancy Frey, Ph.D.

VOLUME ONE, NUMBER ONE

JANUARY 2006

www.pearsonschool.com

Introduction. . . . . . . . . . . . . . . . .1

Theoretical.Framework..and.Rationale . . . . . . . . . . . . . . .2

What.Do.Good.Readers.Do?. . . . 2

What.Do.Good..Teachers.of.Reading..Comprehension.Do?. . . . . . . . . .3

Good.Habits,.Great.Readers. . . .4

Conclusion . . . . . . . . . . . . . . . .12

References . . . . . . . . . . . . . . . .13

IntroductionAt the request of the U.S.

Congress and after considerable

research, the National Reading

Panel (NRP) produced a

report on effective reading

instruction (National Institute

of Child Health and Human

Development, 2000a). The

objective was to provide

guidance to teachers,

administrators, and researchers

and to lead to improved reading

instruction. One major area of

the report focused on instruction

in reading comprehension.

It is hard to imagine a more

influential development in

the last decade than that seen

in reading comprehension

instruction.

The Panel’s subgroup focusing

on comprehension and

comprehension instruction

analyzed over 200 studies.

Based on that analysis, the

report described comprehension

instruction in three dimensions:

1. Developing an awareness and understanding of the reader’s own cognitive processes that are amenable to instruction and learning.

2. Having a teacher guide the reader through—or model for the reader—the actions (strategies) the reader can take to enhance comprehension processes.

3. Having the reader practice those actions (strategies) with the assisting teacher

1Good.Habits,.Great.Readers

An Innovative Program for Instruction in Reading Comprehension

until the reader gradually internalizes those processes and masters them independently (NICHHD, 2000b, p. 3).

These three dimensions are

essential to the Celebration

Press Reading: Good Habits,

Great Readers program.

This comprehensive reading

program provides focus lessons

on reading comprehension

instruction. Celebration Press

Reading: Good Habits, Great

Readers is based on research,

and it offers an instructional

model that leads to a gradual

release of responsibility. That

is, instruction begins with

the teacher “modeling and

sharing cognitive secrets…

gradually turn[ing] over more

responsibilities…[with] the

ultimate goal…to fade out

of the picture so students

can apply the strategy

independently” (Pearson and

Fielding, 1991, pp. 848-849).

This paper explains the

rationale behind the program

and briefly describes how the

Celebration Press Reading:

Good Habits, Great Readers

program brings the benefits of

the research into the classroom.

Theoretical Framework and Rationale The theory behind Celebration


Great Readers lies in knowing

what actions good readers take

while reading (good habits) and

what teachers can do to teach

students to take those actions.

In other words, “what do good

readers do” and “what do

good teachers of reading

comprehension do?”

What Do Good Readers Do?Celebration Press Reading:


is grounded first in our

understanding of how good

readers comprehend what they

read. The research shows that

good readers have formed good

reading habits and apply proven

reading strategies. Paris, Wasik,

and Turner (1991) described

strategic reading as “a prime

characteristic of expert readers

because it is woven into the

fabric of children’s cognitive

“Reading comprehension is the nexus between

meaning and interpretation”

(Hacker, 2004, p. 769).

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development and is necessary

for success in school” (p. 609).

They further placed these

reading strategies into three

clusters:

Before reading: previewing the text, making predictions

During reading: identifying main ideas, making inferences, inspecting the text (looking forward and back in the text)

After reading: summarizing, reflecting (Paris, Wasik and Turner, 1991).

The profession’s understanding

of these and other reading

comprehension strategies has

expanded since the early 1990s.

Other studies have focused

on other proven strategies,

particularly in regard to the role

of self-generated questions,

mental imagery (Borduin,

Borduin, and Manley, 1994),

and critical literacy (Luke, 2000).

Over time, all of these strategies

become the habits of readers

who love to read, read with

purpose, and understand what

they read. The research has

shown that these are the things

good readers do. Thus, the



program features these essential

reading comprehension

strategies at every grade level

to ensure that every student

becomes a great reader.

What Do Good Teachers of Reading Comprehension Do?To bring students to the point

of internalizing good reading

habits, good teachers employ

a number of explicit teaching

techniques—the things good

reading teachers do.

Provide direct explanations.

The teacher explains the

comprehension strategy (Duffy,

Roehler, Meloth, Vavrus, Book,

Putnam, and Wesselman, 1986).

These direct explanations must

involve both the procedure and

the purpose of the strategy if

students are to understand how

the particular strategy can solve

comprehension problems. As

the National Reading Panel

(NICHHD, 2000a) advised,

reading comprehension

instruction must also include

“Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling (“thinking aloud”), guided practice, and application” (Armbruster, Lehr, and Osborne, 2001, p. 53).



modeling and supportive

guidance if students are to

acquire the tools needed to

understand text.

Think aloud to foster

metacognition (teacher

modeling). Baker and Brown

(1984) described the role of

metacognition in reading as

“the ability to reflect on one’s

own cognitive processes, to be

aware of one’s own activities

while reading” (p. 353).

Effective reading teachers

help students gain this kind of

awareness by “thinking aloud,”

by modeling how good readers

use comprehension strategies

to understand (Davey, 1983).

In this manner, young readers

gain insight into how they can

use the tools of comprehension.

Facilitate peer learning through

partner talk (guided practice and

application). Brown, Pressley,

Van Meter, and Schuder (1996)

investigated the effectiveness of

peer discussion in deepening and

refining understanding of reading

comprehension strategies.

Called “transactional strategies

instruction,” these conversations

follow teacher modeling and

provide students with an

opportunity to apply the strategy

to a piece of text and discuss

their decisions for doing so.

Good Habits, Great ReadersKnowing the theory behind

the Celebration Press Reading:


program, let’s examine briefly

how the program implements

the research findings.

The Celebration Press Reading:


program helps students build the

habits of mind that great readers

possess. The habits emphasized

in the program have been

developed with research in mind.

The program is distinguished by

its units of study for whole-class

reading focus lessons. The

units of study remain constant

through K–5, while the texts

become more complex and the

use of the reading comprehension

strategies deepens.

1. Great Readers See Themselves as Readers



“…the kinds of experiences children have

in classrooms strongly influence their motivation

for reading and other subjects. Some experiences and educational practices

can enhance children’s motivation, and others

may undermine it” (Wigfield, Guthrie, Tonks, and

Perencevich, 2004, p. 301).

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program begins each school year

with a unit focused on the habits

and dispositions of effective

readers. Consistent with the

priorities of classroom teachers,

the unit begins with “Taking

Care of Books.” Focus lessons

deal with proper book handling.

This segment gives the teacher

the opportunity to teach

classroom procedures while also

introducing literacy content. This

unit ensures that, from the start

of the year, students are learning

about the value of books as

well as about their competence

in handling them. Students

who perceive themselves as

being competent at tasks are

more likely to be successful

academically (Bandura, 1989).

Young readers must develop a

sense of self as readers so they

can choose books that meet

their purposes. The ability to

choose books is critical because

it engages students in the world

of reading (Fresch, 1995).

Knowing one’s preferences for

topics, settings, and authors is

essential in building lifelong

readers (Baker, Dreher, and

Guthrie, 2000). Students in the



program learn about their

choices and preferences

through modeled instruction.

Of course, choices and

preferences are of little

consequence if a reader lacks the

persistence to finish a book. For

that reason, the first unit ends

with a week of conversations

about the habits of readers who

possess the stamina to read,

including rereading favorite

books, reading every day, and

looking forward to the next

book (Calkins, 2001).

2. Great Readers Make Sense of Text

A technique proven to be

effective in helping students

make sense of text is

reciprocal teaching. This is “an

instructional procedure in

which teachers and students

take turns leading discussions

about shared text. The purpose

of these discussions is to

achieve joint understanding

of the text through the

flexible application of four

comprehension strategies:

prediction, clarification,

summarization, and question

“…multiple strategy instruction that is flexible as to which strategies are used and when they are taught over the course of a reading session provides a natural basis on which teachers and readers can interact over text” (NICHHD, 2000b, p. 9).

�Good.Habits,.Great.Readers


generation” (Palincsar and

Klenk, 1991, p. 116).

Each of these strategies is

complex, and students need

many opportunities to use

them and discuss their use.

The original developers of

the technique estimated that

students require approximately

20 days of practice to become

proficient with the process of

each comprehension strategy

(Palincsar and Brown, 1984).

Teachers using the Celebration


Great Readers program

introduce four comprehension

strategies in the unit “Great

Readers Make Sense of Text.”

Prediction is a “before reading”

strategy that helps young

readers make sense of text.

Through teacher modeling

and think-alouds, students are

introduced to prediction as a

means for anticipating text and

activating their background

knowledge (Langer, 1981,

1984).

Summarization. Young

readers can make greater

sense of text when they know

how to use summarization

effectively. Explicit teaching

of summarizing appears to

improve memory and recall

of details as well as of main

ideas discussed in the text

(Armbruster, Anderson, and

Ostertag, 1987; Baumann,

1984). Younger and less

effective readers, however, wait

until the end of the reading to

summarize (Paris, Wasik, and

Turner, 1991), which is not very

effective. The focus lessons

in the “Make Sense of Text”

unit enable teachers to model

for students how to summarize

throughout a reading for

greater understanding.

Question generation. Young

readers can make greater

sense of text when they know

how to generate their own

questions. Question generation

helps readers monitor their

understanding.

Question generation is also

useful for solving problems

(clarifying) encountered in the

text. For young readers, problems

often occur at the word level.

Effective readers notice when

there is a problem with a word

“The National Reading Panel determined that

question generation has the strongest scientific support as an effective

reading strategy and “may also best be used as a part

of a multiple strategy instruction program”

(NICHHD, 2000b, p.8).

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and apply strategies to correct

the error (Baker and Brown,

1984). Pressley points out that

when readers use this strategy,

“comprehension in general

should be improved, for much

more of the text will be correctly

decoded” (2000, p. 552).

3. Great Readers Use What They Know

The units in the Celebration


Great Readers program build

upon one another to deepen

continually young readers’

metacognitive awareness of

comprehension. Thus, the unit

“Great Readers Use What They

Know” capitalizes on students’

growing sense of the reader’s

role in making connections,

activating background

knowledge, using vocabulary,

and making inferences.

The lessons in this unit

challenge students to use their

background knowledge to

take an active role in making

connections between themselves

and the text, other texts, and

the larger world (Keene and

Zimmerman, 1997). Although

the popular terminology of

classrooms is text-to-self, text-

to-text, and text-to-world, its

foundations can be found in

the research of the relationship

between a reader’s schema and

his or her ability to comprehend

a text (Anderson, 2004).

Vocabulary and reading

comprehension are closely

linked because of the

relationship between words and

conceptual knowledge (Beck,

Perfetti, and McKeown, 1982).

Students learn vocabulary in

a variety of ways, including

within the context of the

reading itself. This happens

through direct instruction

(Stahl, 1983) and application of

intentional strategies to figure

out the meaning of the words

(Blachowicz and Fisher, 2000).

The focus lessons in this unit

enable the teacher to model both

methods within the context of

books to show students how to

use the words they know to help

them in figuring out the meaning

of words they do not know.

Inferring is among the

most difficult of the reading

comprehension strategies to

master, as many teachers can

“…elementary students can be taught to be active as they read in the sense of using a variety of comprehension strategies to make sense of the meanings encoded in text. When they were taught strategies like the ones that excellent readers report as they read, comprehension, in fact, improved dramatically in validation studies”(Pressley, 2000, p. 556).



attest. Students have labored

for years with little success

under the decidedly unhelpful

“read between the lines” cue.

However, the ability to infer

meanings not explicitly stated

is a linchpin to comprehension

(Collins, Brown, and Larkin,

1980). Since many readers tend

to infer only at the minimal

level necessary (McKoon and

Ratcliff, 1992), it is essential

that the teacher create time and

opportunity for students to infer

at deeper levels (Kintsch, 2004).

The focus lessons provide teacher

modeling of this critical strategy:

encouraging student’s to use what

they know to infer meaning.

4. Great Readers Understand How Stories Work

Narrative stories possess

characteristics and structures

that knowledgeable readers

use to understand text. These

characteristics and structures,

referred to as story grammar,

include characters, setting,

problem, solution, and plot.

Young readers need to

understand these elements

if they are to anticipate, retell,

and analyze story events.

Children who are instructed

in these elements—who learn

story grammar—achieve

higher levels of comprehension

(Baumann and Bergeron, 1993;

Davis, 1994). Therefore, the

unit “Great Readers Understand

How Stories Work” begins

with modeling and a discussion

of story grammar.

Because the relationship

between reading and writing

is so important, readers also

need to understand the literary

devices authors use to make

stories come alive. These

devices are particularly useful

for fostering mental imagery,

inferencing, and other

important strategies used by

effective readers to support

comprehension (Borduin,

Borduin, and Manley, 1994).

The focus lessons in the



program use books and poems

to expose students to a variety

of literary devices, including

onomatopoeia, alliteration,

hyperbole, and foreshadowing.

“To support young children in developing literacy, high-quality

literature including narrative and expository

works is used during literature-based

instruction (Scharer, 1992). This type of instruction, which

has been increasingly emphasized in reading

research and practice, provides authentic

learning experiences and activities using literature

to teach and foster literacy”

(Morrow and Gambrell, 2001, p. 348).

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5. Great Readers Read to Learn

Students in elementary schools

are benefiting from instruction

in reading informational texts,

thanks to several influential

studies. Informational texts

are nonfiction texts, which

convey information about the

social world.

Moss and Newton (2002)

reviewed elementary basal

readers and found a decided

lack of informational selections.

Similarly, Duke (2000) studied

20 first grade classrooms

and found that among

the 10 classrooms in low

socioeconomic schools, children

were exposed to informational

print for an average of just

3.6 minutes per day.



program provides teachers

and their students with many

opportunities to interact with

nonfiction text for the purposes

of reading to learn. This

unit begins with a series of

focus lessons on learning

information through reading

and is followed by lessons

about establishing and

monitoring purpose.

Text features, such as the

contents page, captions,

diagrams, and the index, serve

as organizers and meaning

markers. Being aware of

these features can help young

readers with problem solving,

summarizing, inferencing, and

other comprehension strategies.

Using these tools, readers can

more effectively read to learn.

This brief overview identifies

the many good habits

(strategies) that great readers

have. Learned individually,

these strategies have to be

used collectively. Students need

to understand how effective

readers consolidate the use of

multiple strategies to understand

texts. As Pinnell and Fountas

note, “Powerful strategies must

be applied day after day across

many different opportunities”

(p. 14, 2003).

Thus, the final week of the

“Reading to Learn” unit focuses

on using multiple strategies

to understand. The National

Reading Panel (NRP) evaluated

the use of such a technique

“In this Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in advanced schooling, the workplace, and the community” (Duke, 2000, p. 202).



(multiple strategies/metacog-

nition) and finds “considerable

scientific support for its

effectiveness as a treatment, and

it is the most promising for use

in classroom instruction where

teachers and readers interact

over texts” (NICHHD, 2000b,

p. 9).

6. Great Readers Monitor and Organize Ideas and Information

As students learn how to read,

they learn to track information

and hold it in their short- and

long-term memories. One

method for developing this

ability is to show young children

how effective readers make

notes about the text. Students

can make notes using language

charts, sticky notes, and graphic

organizers. Bromley observed,

“Organizers show important

ideas and information and

relationships among concepts

in texts” (1999, p. 169).

The unit “Great Readers

Monitor and Organize Ideas

and Information” features

focus lessons on creating notes

as a class and individually,

using narrative and

informational texts.

Marie Clay noted, “Children

learn to monitor themselves

to keep their correct reading

on track, and when something

seems to be wrong they usually

search for a way to get rid of

the dissonance. It is important

for teachers to notice self-

monitoring because the process

is a general one required in

all reading” (2001, p. 185).

Monitoring and self-correction

are forms of self-repair that all

effective readers use to maintain

understanding of the text. This

section of the unit provides

teachers with focus lessons to

model and scaffold the processes

for their young readers.

The final part of this unit allows

teachers and students to return

to visualizing, this time as a

way to maintain comprehension.

Building on the mental imagery

addressed in previous units,

students use illustrations,

background knowledge, dialogue,

and vocabulary to extend their

understanding. Visualizing also

helps them notice when their

understanding is different from

others’ (Borduin, Borduin, and

Manley, 1994).

“Teaching students to organize the ideas that they are reading about in a systematic, visual

graph benefits the ability of students to remember

what they read” (NICHHD, 2000b, p. 8).

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7. Great Readers Think Critically About Books

The leading edge of literacy

research is critical literacy

and its role in comprehension.

Critical literacy “views readers

as active participants in the

reading process and invites

them to move beyond passively

accepting the text’s message to

question, examine, or dispute

the power relations that exist

between readers and authors”

(McLaughlin and DeVoogd,

2004, p. 14). The goal of critical

literacy is not to criticize a

text, but rather to ask important

questions about the author, the

characters, and the message.

At times, these conversations

involve evaluation at a personal

level, as students grow to know

themselves as readers.

In the unit “Great Readers

Think Critically About Texts,”

young readers are extended an

invitation to engage with books

through personal experiences.

Every reader needs to develop the

habit of paying attention to his or

her personal responses to a text,

such as the reasons for liking or

disliking a particular reading.

These evaluations are extended

to informational texts as well.

The teacher revisits previously

read books to examine the

sources of information and the

role of the author in developing

the books. As students evaluate

nonfiction, they are asked to

consider the purpose for the

book and how the author might

have obtained the information.

The next good reading

habit involves responding

to characters, especially

in noticing how characters

behave and how time and

place influence people. Kate

DiCamillo, author of the

Newbery award-winning book

The Tale of Despereaux (2004)

says about characters:

For me, both as a reader and as a writer, character is story. Character is the engine, the powerful, complex, whirring, humming, intricate thing that pulls me forward when I’m reading and that pulls the story forward when I’m writing (DiCamillo, 2005, p. 29).

The final habit in the critical

literacy unit involves both



distinguishing fantasy and

reality in K–1, and analyzing

themes in grades 2–3. For

young children, the ability to

fall into a book is essential for

motivation and interest (Sipe,

2002). The focus lessons allow

teachers to foster conversation

about their reactions to the

stories, including understanding

the element of make-believe.

Older readers explore the

author’s message as they

analyze the themes and intent

of the book.

ConclusionThe Celebration Press Reading:


program has been developed

using the large body of

comprehension research that

explores what readers need to

do, and how their teachers can

help them. Learning from an

instruction model that focuses

on the gradual release of

responsibility, young readers

integrate multiple strategies in

ways that lead to independent

reading. By allowing the text to

signal the reader, children learn

to consolidate comprehension

strategies in a fluid and

natural way. Students learn how

to effectively examine a text prior to reading in

order to understand what the text

might be about.

To find out more about Celebration Press Reading: Good Habits,

Great Readers, visit www.GoodHabitsGreatReaders.com.

800-321-310612

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