Teacher Education - Journal for Teaching Living- 2011

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Teaching Reading Explicit: An Instructional Approach

Dr. Md. Enamul Hoque

Abstract

Explicit teaching is an instructional strategy used by teachers to meet the needs of

their students and engage them in unambiguous, clearly articulated teaching. By explicit
instruction, we mean teaching where the instructor clearly outlines what the learning goals
are for the student, and offers clear, unambiguous explanations of the skills and
information structures they are presenting. An important part of comprehension strategy
instruction is the active participation of students in the comprehension process. In
addition, explicit instruction involves providing a sufficient amount of support, or
scaffolding, to students as they learn the strategies to ensure success. The goal was to gain
a clearer understanding of how learners with different skills and capabilities processed
short-term instruction, how effectively they learned, and how those differences looked
physiologically in the brain.

1. Introduction

Building a culture of learning within todays classrooms requires teachers and

students to jointly engage in teaching and learning that is purposeful, relevant and clearly
defined. In contemporary educational media explicit teaching has been highlighted as an
effective approach to literacy pedagogy that directly influences literacy learning.
Understanding what explicit teaching is, calls for teachers knowing how the social
dimension of classroom life (through the context of classroom interactions) enters the
pedagogy of literacy and constructs the learning environment. Secondary and higher
Secondary teachers can take several action steps to implement explicit strategy instruction,
which involves helping students actively engage in the texts they read. A number of
different strategies can be taught directly and explicitly to students and applied to content-
area texts they read. Assisting students in learning how to apply these strategies to their
texts will empower them and give them more control over their reading and
understanding. Specifically, to implement explicit strategy instruction, teachers can do the
following:

1.1. Nature of Interactive Class

Explicit teaching is essentially about the talk of classroom lessons. Careful

examination of literacy interactive practices in the context of classroom teaching provides
detailed information about teaching practice and leads to important conclusions about
instructional efficacy for all students. Observations of classroom talk capture what is set
up to be of primary importance in literacy lessons by displaying:

what teachers and students talk about (what topics are the focus of the interaction)

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how lessons begin (what students hear as the focal point and the purpose of the
lesson)

how lessons progress (whether the literacy topic is maintained)

how lessons conclude (whether students are reconnected to learning goals)

A large body of research shows effective classroom interaction leads to successful

learning when it is explicit and student-centred (for example see, Freebody, Ludwig &
Gunn, 1995; Edwards-Groves, 1998). Opportunities for learning are enhanced when
classroom talk is clearly focused on learning about aspects of literacy and directly
responds to the learning needs of the students. Effective and explicit classroom talk
emerges to be a pivotal feature of quality pedagogy as it enables students to know what is
of primary relevance and what is secondary for this lesson at this time, and they will know
what is useful and relevant to take to new learning situations. Explicit instructional talk
enables students to have the opportunity to invest in their own learning in a meaningful
way and not have to be engaged in psycholinguistic guessing games where the student is
having to get inside the teacher's head to establish the purposes for learning. When the
learning objectives are blurred or implicit, many students may find the integration of
implicit references to aspects of literacy confusing or even impossible. Explicit teaching
therefore is a powerful way of letting the students in on the big secret of what is going on
resulting in a more genuinely student-centred pedagogy that moves toward catering, more
equitably, for the diversity of learners present in the everyday classroom'.

1.2. Explicit Teaching Student-Centred Learning Approach

Literacy needs to be taught explicitly from Kindergarten to Year 12 and beyond

because the social and cognitive demands of literacy are constantly changing, evolving
and expanding. All these demands increase in complexity and sophistication as students
move through school. In each new context students need to know what they know, the
relevance of new learning and how to apply their knowledge to make active connections to
their world with greater precision.

Explicit teaching is critically about clarity in:

1. knowing the learner

2. responding to the learner

3. implementing focused lessons

4. reflection and review

1.2. 1. Knowing and responding to the learner

An inherent feature of explicit teaching is that the talk in lessons shapes classroom
learning and the learning context, and simultaneously is shaped by knowledge of the

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learner. Explicit teaching builds onto what is known. Effective teachers build on the notion
that meaningful teaching and learning acts on knowledge of the learner they know their
students and respond to their learning needs. This is mirrored in the classroom talk. An
essential component of explicit teaching therefore is linked to collecting definitive
assessment evidence of student learning; teachers need to know what students can do in
order to respond authentically and explicitly to their learning needs (both in their talk and
in the tasks they design for their students). Knowing individual learning needs helps to
direct teaching and the talk of the classroom toward assisting students to achieve desired
outcomes. Not only do they act on clear instructional goals and focused planning of
learning outcomes, they directly seek clarification from their students by responding to
what is said to ensure that what students hear and talk about clearly relates to learning
objectives.

In English language classrooms, it is vital for teachers to use explicit talk in both
whole class and small focused group teaching sessions to effectively maximize learning
outcomes for all students. This enhances the accessibility to the literacy curriculum. For
example instructional strategies such as Cooperative Reading (Raison, 2002)
and Reciprocal Teaching (Palincsar & Brown, 1985) used in guided reading sessions
provide opportunities for meaningful interactions that motivate learners to engage with
their learning in a enjoyable, interesting and reflective way. These are strategic
approaches used within a balanced literacy programme and are suitable for teaching all
students across all developmental stages. Such strategies can be used in whole class
instruction, or in small needs-based groups. Students are provided with opportunities to
take on different roles which assists them to construct the meaning of text through reading
and focused talking and listening; and significantly they are not only encouraged to do
most of the talking, but students are explicitly taught to self-reflect and generate
meaningful questions and statements.

The teacher-talk focuses on making explicit connections in the talk to all levels of
text (visual, word, meaning, function and critical) through predicting, clarifying,
questioning (both at literal and an inferential levels) and summarizing. Teachers respond to
student responses in a way that shapes the talk around learning about specific aspects of
literacy.

1.2. 2. Implementing Focused Lessons

Explicit teaching is not just merely giving students clear directions or even stating
the learning goals at the beginning of a lesson it is a way of thinking about and acting
out teaching and learning in a principled way throughout the lesson (from assessment
through to planning, implementation and review). Explicit instructional talk is evident
when it directly and intentionally prepares students for their learning, informs them of the
learning path and enables them to develop metacognitive strategies for knowing that
learning has taken place. It is an approach that clearly explicates and maintains the what,
the how and the why of any given lesson. It:

makes assessment and learning purposes and goals clear by presenting students
with upfront information about the new learning in terms of the primary topic and
purpose for the learning or assessment task

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engages student thinking for the purpose of learning about specific aspects of
literacy and involves a clear progressive lesson structure that allows introduction-
elaboration-practice-summary/review. It requires the teacher to work within a
structured framework for the focused teaching of all aspects of literacy that
connects what is new to what is known

assesses student learning throughout the lesson by monitoring the talk. It responds
to student contributions in a way that makes the connections to specific learning a
priority;

responds to students contributions in lessons in a meaningful way that provides

scope for them to reformulate ideas, skills and knowledge and articulate their
learning to make real connections to their learning at all stages of the lesson;

builds on, and asks students to build on to each others responses;

engages in focused instructional talk, and does not allow conversations about
everyday familiar topics or talk orienting to behaviour management to cut into
and override the main learning agenda;

enables the Four Roles of the Reader to be presented systematically and

strategically; and

allows time at the end of the lesson for students to share their learning with talk (or
brief written notes) that summarize, review or reflect on the main learning points
of the lesson.

1.3. The framework for focused literacy instruction

As teachers we can only provide an active, progressive and sequential program of

instruction when we are clear about what it is we want children to learn; when we provide
a meaningful, child-centred and focused instructional program. When consideration is
given to focus learning we need to provide students with opportunities to make sense of
the learning by creating purposeful connections between lesson purposes, lesson tasks and
texts, and lesson reviews or conclusions. The following framework for teaching and
learning literacy (an adaptation of The model of effective teaching by Rosenshine and
Stevens, 1986) supports teachers to organize their instruction in an explicit and systematic
way. Applying the framework assists teachers to construct lessons in a way that the
literacy learning purposes are clear, direct and progressively presented.

It is important for students in that it establishes the learning task and the
management and organizational routines clearly and does not allow the learning task to be
loosely presented or blurred within talk about other things. It enables the students to
actively connect new learning to what is known. Time allocated in each phase is
determined by the specific lesson purpose for that lesson on that day.

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A Framework for Explicit Instruction Focused Literacy Lessons

Maintenance of the specific literacy learning

focus

Introduction Elaboration Practice Review

Brief Lesson Linking new to known Independent Summary,

Orientation concepts; re-teaching if practice Review &
necessary Reflection of
Setting up Skills, specific
focused lessons Clarifying knowledge & literacy
in terms of use of learning (oral
specific aspects Demonstration and aspects of and /or
of literacy modelling literacy written)

Overview of new Guided Instruction Application Student

learning using Guided of new reformulation
reading/writing, Recipr learning and
Purposes of ocal articulation
assessment tasks Teaching or Cooperativ of learning
are made clear e Reading

Review of Guided Student

relevant prior Practice
learning

Formative assessment through monitoring of the

talk is ongoing across the phases of the lesson

Improving teaching and learning through reflective practice: reflection and review

Explicit teaching visibly connects teachers and students with learning through focused
self-reflection and evaluation in a deliberate and conscious way. There are two dimensions
to this feature:

1. reflecting on teaching practice (monitoring and evaluating teacher and student

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talk)

2. reflecting on learning (allowing time in the lesson for student reflection and
review)

Reflecting on classroom interaction assists teachers to refocus their talk to engage

in a learning-centred pedagogy that keeps learning about literacy as the primary concern
for the diversity of students. Videoing or taping their own lessons can further assist
teachers to reflect on their own teaching practice in a focused way. Practically, asking,
considering and reflecting on the following questions can assist teachers to reflect on and
review the details of interaction in their own lessons. Explicit instruction is a powerful
way to create a classroom environment that not only values but also demonstrates that
learning is the focal point of the talk encountered in classroom literacy lessons. It liberates
students to control and monitor their own learning by connecting them to their learning
through focused talk. Effective teachers act in the knowledge of their learners and respond
authentically to their contributions and learning needs. Furthermore explicit teaching
actively enables students new learning to be informed by what they know enhancing the
transfer and application of skills and knowledge across the key curriculum areas. Teachers
and students are then able to act in the knowledge of what they are doing and why in order
to mutually accomplish purposeful teaching and learning.

2. Aspects of explicit teaching

The aspects of explicit teaching represented in these vignettes include:

focusing instruction on identified curriculum content;
connecting to prior knowledge and skills when beginning a learning sequence;
establishing and maintaining clear learning goals and expectations for each
lesson;
teaching and expecting students to use meta-language in ways that support
learning;
deconstructing and sequencing teaching to focus on the steps that lead to new
knowledge, deeper understandings and/or more sophisticated skill;
describing and modelling concepts and processes clearly, using think aloud and
examining models and inferior examples;
varying instruction in response to immediate and reflective feedback;
asking questions to continually monitor understanding and progress and inform
immediate feedback;
providing scaffolded learning experiences for students to practise, synthesise and
consolidate learning;
developing the capability of students to self-regulate and learn independently.

3. Conclusion

Large percentages of students in Bangladesh are failing to learn to read English at

satisfactory levels. This skill deficit affects these students for the rest of their lives.

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Explicit instruction was cited as the most effective and efficient way of shortening the
learning time for students. Explicit instruction is considered a systematic approach of
teaching that proceeds in small steps, constantly checks for student understanding, and
achieves successful student participation. It is also called demonstration-prompt-
practice, antecedent prompt and test, or I do, we do, you do. No matter what label this
type of instruction is given, students are shown how to perform a task before they are
expected to do it on their own. Effective and efficient explicit instruction includes three
key aspects. These include lesson planning (learning objectives and prerequisite skills),
lesson delivery (opener, model, guided practice, independent practice, and closing), and
lesson assessment (mastery, maintenance, and generalization). Explicit instruction may
be considered simple, but it is deceptively so. Explicit instruction is complex in its
attention to instructional detail. It can be distinguished from non-explicit approaches
where teachers serve as facilitators, guiding students in the learning process. Explicit
instruction is an important factor in the stages of learning. These stages include
acquisition, proficiency, maintenance, generalization, and adaptation. Finally, without a
doubt, the research base is strong for implementing explicit instructional practices with
students with or without learning difficulties.

References

Edwards-Groves, C.J. (1998). The Reconceptualisation of Classroom Events as Structured

Lessons: Documenting Changing the Teaching of Literacy in the Primary School.
Unpublished doctoral thesis, Griffith University.
Edwards-Groves, C.J. (1999). Explicit Teaching: Focusing Teacher Talk on Literacy. PEN
118, PETA, NSW.
Edwards-Groves, C.J. (2002). Building an inclusive classroom through explicit pedagogy:
A focus on the language of teaching. Literacy Lexicon Sydney: Prentice Hall,
Australia Pty Ltd (in press).
Freebody, P., Ludwig, C, & Gunn, S. (1995). The Literacy Practices in and out of Schools
in Low Socio-Economic Urban Communities. Commonwealth Department of
Employment, Education and Training, Curriculum Corporation, Commonwealth of
Australia.
Freebody, P., & Luke, A. (1990). Literacies programmes: Debates and demands in cultural
context. Prospect: A Journal of Australian TESOL 11: 7-16.
Palincsar, A. & Brown, A. (1985). Reciprocal teaching: activities to promote reading with
your mind. Reading, Thinking, and Concept Development: Strategies for the
Classroom. Harris, T. & Cooper, E.(eds). NY, College Board Public.
Raison, G. (2002). Cooperative Reading: As simple as ABC. (joint online ALEA and
AATE project). MyRead: Strategies for teaching reading in the middle years.
Rosenshine, B. & Stevens, R. (1986). Teaching Functions. M. Wittrock (ed.). Handbook of
Research on Teaching. Macmillan Publishing Co, p376-391.

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