Fighting off the Alligators: What Research in Real Classrooms has to Say about Reading Instruction

Abstract

Researchers have contributed one dimensional solutions to the problems of classroom reading instruction. They have long viewed the classroom as a black box having a manageable number of variables which, if manipulated in the proper sequence, would result in successful reading achievement. For instance, prior to 1970, a large segment of instructional research was directed toward identifying the personality characteristics of teachers perceived to be effective (although no one actually ever checked to be sure that teachers possessing these characteristics were actually more effective in promoting pupil achievement). The idea, obviously, was to hire only those teachers possessing the optimum personality mix. Artley's (1969) epitaph for this type of research is particularly piercing: