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Reading Instruction: Documents from the National Reading Panel

National Reading Panel

CE Credit: 3 Hours

Target Audience: Psychology CE | Social Work CE | Marriage & Family Therapy CE | School Psychology CE | Teaching CE

Learning Level: Introductory

Course Type: Web-Based

Course Abstract

 
 
This course is based on a summary report of the National Reading Panel entitled Teaching Children to Read, supplemented by a series of three research-based handouts for parents that provide tips on how to teach reading to children from birth through third grade. This course is an ideal resource for anyone who wants to understand the purpose, methodology, and results of the National Reading Panel's findings on reading instruction research. The 33-page report explains the origin of the Panel and its congressional charge. It succinctly describes the research methodology used and the findings of each of the Panel subgroups: (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. The report also offers insightful information provided by Panel members on reading instruction topics that may require further exploration. This course is an excellent resource for parents, teachers, administrators, or anyone interested in learning about reading instruction research.

Closeout Course #30-57 | 2010 | 88 pages | 20 posttest questions 

Learning Objectives

1. Describe the importance of instruction in phonics, phonemic awareness, guided oral reading, vocabulary, and text comprehension
2. List empirically supported techniques for teaching these skills
3. Identify strategies for teacher education
4. Identify strategies that parents can use to promote their children’s reading skills
5. Identify benchmarks for reading skills in Kindergarten through third grade
CE INFORMATION

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590);  the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Illinois DPR for Social Work (#159-00531); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

COURSE DIRECTIONS

Disclosure: No commercial support was received for this CE activity.

About the Author(s)

The National Reading Panel (NRP) was formed in 1997 when Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), along with the Secretary of Education, to convene a national panel on reading. NRP was asked by Congress to assess the status of research-based knowledge about reading, including the effectiveness of various approaches to teaching children to read. The panel was made up of 14 people, including leading scientists in reading research, representatives of colleges of education, teachers, educational administrators, and parents. The NRP met over a period of two years to discuss their findings and prepare the results in two reports and a video titled, "Teaching Children to Read."

http://www.nationalreadingpanel.org/default.htm


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