The Missouri Reader Vol. 43, Issue 1 | Page 31


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The table below shows the comparison of data from pre-assessment to post-assessment.

Table Five

In order to ensure that instructional time is wisely used to meet the learning requirements of students, upper elementary instruction needs two components: effective teachers and a clearly articulated daily literacy block along with literacy embedded within the content areas.

Resourceful Research

nervous about speaking in front of the class or support students who are below level in reading comprehension or writing so that they are not compared to their peers in an uncomfortable way, or target visual learners.

Teacher Four

L: This teacher read a quote and then asked the students to watch a video of a person signing a children’s book. This lesson was created for a student base learning America Sign Language, which is a visual language.

R: The class then read a short article about using signing in the classroom. The students were divided into small groups and asked to highlight a take away from the reading.

D: The teacher reviewed the main points of the article and each group shared a summary of their discussion.


Engaging preservice teachers to think beyond the norm and activate their critical thinking abilities helps prepare an innovative new group of teachers to best serve our Missouri classrooms. This activity also allowed the students an opportunity to show their strengths and abilities as a teacher. They found success in taking a basic model of instruction and making the teaching tool their own. Their use of the LRD model was engaging and unique to each teacher. It is my hope that these students will continue to push to individualize, update, and integrate research-based models in their classrooms.


Eisner, E. W. (1998). The kind of schools we need: Personal essays. Heinemann, 361 Hanover

Street, Portsmouth, NH 03801-3912.

Manzo, A. V., & Casale, U. P. (1985). Listen-read-discuss: A content reading heuristic. Journal of Reading, 28(8), 732-734.

Dr. Rachel Turney is an Assistant Professor of Education at William Woods University. Dr. Turney specializes in teaching reading and writing, classroom management, and multicultural education.