Professional Article Analysis: Teaching Reading is Rocket Science

 The article, Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do, provides us with well researched information regarding the importance of teaching reading, where we are in regards to our teaching programs, what we should be teaching within these programs, and how we obtain these goals within teaching programs and professional development. The author, Louisa Moats, states within the opening sentence, "Reading is the fundamental skill upon which all formal education depends" (p. 7). Highlighting the importance of teaching reading and why this research is in high regards for both preservice and service teachers, if they are to be successful toward teaching their students to read. Although some students will learn to read no matter what teaching they receive, most students need teaching instruction that is explicit and systematic.
     Before reading this article, I was unaware of the lack of education toward reading, writing, and language within the teacher preparation programs. I was surprised to see that even in 1999 we were still seeking scientific research in reading acquisition. According to Moats, it was at this time that reading scientists and educators were finally able to agree on what needs to be done to assist with the needs of our students in regards to learning how to read. 
     In addition, I was unaware of the following effective reading instruction component, "Frequent writing of prose enables deeper understanding of what is read" (p. 8). I am interested in learning more about this component and how is that I can practice this skill within the classroom to assist readers. 
his resource provided me with a list of practices that I should look at in reading instruction. Especially with my middle school aged students who are still having difficulties with reading. Reading interventions and reading instruction continues after the third grade. Comprehension strategies, vocabulary instruction, prose writing, reading a variety of texts, written English instruction, and providing lessons on basic word structures (p. 10) are activities that should continue within the middle school and high school education. 
     In addition, I felt as though this article provided a call to action for educators to make a difference toward the instruction of reading in the following ways: seek out new research in reading instruction and incorporate them into practice, promote and partake in high quality professional development ensuring continuing education with best practices for the classroom, and get involved within the master teacher programs offered at the state and national level. 

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