From Policy Statement to Practice: Instruction and Assessment of Connected Reading

Connected Reading Instruction (CRI)

Connected Reading Instruction (CRI) is a model that caters to the individual reader through increased comprehension and a social community context. This model allows for formulate assessment where an instructor can look at the work a student posts in the CRI community and can tailor how they can meet the needs of that student, despite not being in the classroom.

Implication of CRI

The Nation Council of Teacher of English (NCTE) have released a policy research brief that discusses some of the implications of combining technology and the reader. However, there are more implications that Hicks and Turner have developed about the use of CRI.

  • Recognize the role that motivation plays in students’ reading by modeling for students with complex texts that do and do not interest them.
  • Engage students in performative reading responses that builds on the strengths of individual students.
  • Have students read multiple texts focused on the same topic to improve comprehension through drawing comparisons and connections
  • Foster students’ engagement by teaching students how different texts require different strategies for reading.
  • Encourage students to choose texts for themselves, in addition to assigned ones
  • Demonstrate how digital and visual texts require different approaches to reading.
  • Connect students’ reading of complex texts with their writing about reading
  • Develop students’ ability to engage in meaningful discussion of the complex texts they read through whole-class, small-group, and partner conversations


Implications for Formative Assessment

Formative Assessment allows teachers to make immediate and ongoing decisions about instruction with the participation of students. The advances in CRI means that teachers will be able to use formative assessment much faster with greater input from their students. By using this system teachers should achieve a balance between what will work for the whole class and for the individual student.

Troy's brief, casual example of doing a think-aloud with SnowFall