The Missouri Reader Vol. 43, Issue 1 | Page 30


This table shows the progress students made in about six weeks. The pre-assessment data shows the level we would consider their instructional level to be before I added in intentional vocabulary instruction into my lesson plans every day. The post-assessment data shows the level we would consider their instructional level to be after I added in intentional vocabulary instruction into my lesson plans every day.


The Listen-Read-Discuss (LRD) (Manzo & Casale, 1985) model is a strategy of a sequence of pre-reading, reading, and post-reading to help enhance student comprehension. The teacher guides the students in activating prior knowledge with a mini-lecture or introduction to the reading. Next students read the text and refer to the introduction which could have contained key points, questions, or specific areas of focus. Students discuss their understanding in small groups or as a class after completing the reading. In today’s classrooms getting our students excited about reading and comprehension is essential to building fluency. In an effort to enhance the LRD model I asked preservice teacher candidates to present a text using the basic structure of LRD and customizations to the framework.

Teacher One

L: The first teacher set up several questions around the room on posted chalk and whiteboards.

The questions included:

1.What is literacy?

2.Why is literacy important?

3.What are the challenges of literacy?

4.How does age impact literacy?

Teacher One asked their peers to walk around and respond to the questions. After the students responded the teacher summarized the answers.

R: The teacher then introduced the text and asked peers to silently read the material. The reading was an article about increasing literacy in the classroom.

D: After reading the material individually the teacher engaged the students in a full class discussion of application in their certification areas.

Teacher Two

L: The second teacher handed out a portion of a reading and a paper with a large circle to small groups. The portion of the reading described one planet’s characteristics. The small groups used the guidance of the short reading to lead them in coloring their planet. Students were then asked to stand in the order of the solar system with their representation and explain why they colored their circle in the way they chose, which pulled in components of the reading.

R: After this, the students were asked to read the complete paper about planets.

D: The class then discussed if the order of the planets was correct and if the group had represented the colors of the planets correctly according to the reading.

Teacher Three

L: The third teacher started with a quote, “What cannot be conveyed or constructed in words is often possible in visual images or in music” (Eisner, 1998, p. 15). This listening section was short and used as a way to frame the lesson.

R: Six different readings were taped to the wall next to “main idea” posters. Students were prompted to read the short reviews of education books and choose three main ideas to highlight on their posters. This assignment got groups talking and working together on a product.

D: Then the class had a discussion and shared their main ideas from their separate articles.

A unique idea this teacher brought in was that one poster prompted the students to draw their main idea rather than write the main idea points. This could be an excellent way to modify the assignment for students who are


Enhancing the Listen-

Read-Discuss Model


Rachel Turney