1 Deborah C. Simmons January, 2003 Oregon Reading First Reading Programs: Comprehensive, Supplemental, and Intervention

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Deborah C. SimmonsJanuary, 2003

Oregon Reading FirstOregon Reading First

Reading Programs: Comprehensive,

Supplemental, and Intervention

Reading Programs: Comprehensive,

Supplemental, and Intervention

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ContributorsContributors

Edward J. Kame’enui, Roland H. Good, III, Katie Tate, Josh Wallin, Bethel School District, and a host of doctoral students

Institute for the Development of Educational Achievement (IDEA), University of Oregon

With appreciation to:

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Effective Reading InstructionEffective Reading Instruction

The University of Texas at Austin,College of Education,Texas Center for Reading and Language Arts

Marie Elena ArguellesIsabel Beck

Jan DoleBarbara Foorman

Alice FurryDauna Howerton

Jean OsbornTimothy ShanahanDeborah Simmons

Josefina Tinajero

Sharon Vaughn, Team LeaderPam Bell Morris, Author

Martha Smith, AuthorJeanne WanzekShirley Dickson

Elana Wakeman, Graphics

University of MiamiUniversity of PittsburghUniversity of UtahThe University of Texas Health Science CenterSacramento County Office of EducationNew Mexico State Department of EducationConsultantUniversity of Illinois at ChicagoUniversity of OregonThe University of Texas—El Paso

Selected Materials Developed by

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“To provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading

research to ensure that every student can read at grade level or above not later than the end of grade 3.”

NCLB, 2001, Part B, Sec. 1201.

Purpose of Reading First

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What This Means for Your

School/District

What This Means for Your

School/District

• You do not need to specify a program(s) in your application.

• You must agree and document that you will select and implement scientifically based reading programs based on analyses conducted by the Oregon Reading First Center.

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•One size does not fit all—period!

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“This is the last reading program you’ll

ever need.”

“You’ve tried the rest, now try one that

works.”

“This is the last reading program you’ll

ever need.”

“You’ve tried the rest, now try one that

works.”

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Reading Program Evaluation

Reading Program Evaluation

• If the present reading program in a district is not successful with a large number of students, that district needs to consider either:

– selecting a new core reading program

– modifying its existing program (most difficult!)

–Check Implementation Before Doing Instructional Overhaul !

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Features of SBRR Programs

Features of SBRR Programs

•Scientifically based reading programs must align with the science and high quality instructional design.

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#1. Phonemic Awareness: The ability to hear and manipulate sound in words.

#2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.

#3. Automaticity with the Code: The effortless, automatic ability to read words in connected text.

#4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

#5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Big Ideas in Beginning Reading

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Instructional Design

Instructional Design

• Features of well-designed programs include:– explicit instructional strategies

• prior programs characterized as incidental and implicit

– systematic coordinated instructional sequences• avoid POP

– ample practice opportunities• teach before assess

– sufficient instruction and review of high priority skills• enough of the right stuff

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The Process: What Oregon Reading First Center Will DoThe Process: What Oregon

Reading First Center Will Do

• Evaluate programs to determine their areas of strength and weakness according to the big ideas in beginning reading

• Provide a menu of options from which schools/districts will select

• Assist in the program selection process that fits the needs of individual schools

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The Process: What You Will Do

The Process: What You Will Do

• Evaluate menu of program options to determine their areas of strength and weakness according to the big ideas in beginning reading

• Study and select programs that fit the needs of learners in your respective schools

• Schedule and provide sufficient professional development to ensure high quality implementation

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System of Instructional Programs

System of Instructional Programs

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Comprehensive (Core) Reading Programs

Supplemental Reading Programs

Intervention Reading Programs

Classification Process: Determine Purpose

Classification Process: Determine Purpose

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Classify Other ProgramsWhat is the purpose of the program?

1. Comprehensive (incomplete)2. Supplemental3. Intervention

ComprehensiveReading Program

Evaluation

SupplementalReading Program

Evaluation

Comprehensive(incomplete)

Supplemental

Intervention

C

InterventionReading Program

Evaluation

Core

Core

Classify Programs1

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Comprehensive Reading Programs

Comprehensive Reading Programs

• Purpose: – to provide sufficient instruction in the core

components of reading– instruction should enable the majority of

student to meet or exceed grade-level standards on all the key elements

– Serves as the primary reading program for the school within and between grades (k-3)

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Why Adopt A Comprehensive Reading

Program?

Why Adopt A Comprehensive Reading

Program?

• Why: – Increases continuity, coherence, and community of

effort within and between grades (all teachers are aware and working toward the same goals)

– Creates more “buying power” regarding professional development

– Affords greater differentiation of instruction for children (can share children within and between grades)

– Reading instruction is rocket science (Moats, 1999) and expecting teachers to construct and instruct is unreasonable and too important to leave to chance.

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There is no it!but there are classes of its, programs that have enough...

There is no it!but there are classes of its, programs that have enough...

Evaluation ProcessEvaluation Process

Classify as

(Core)Program

(Core)Reading Program

Evaluation

Using Consumer’s Guide

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The Consumer’s Guide to Core Reading Programs

The Consumer’s Guide to Core Reading Programs

• Why Developed: To assist states, districts and schools in their selection of research-based tools

• When Developed: As part of National Center to Improve the Tools of Educators agenda (1990-2000)

• Purpose: To provide a means to qualify and quantify the strengths and areas of improvement.

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Criteria Used to Evaluate

Criteria Used to Evaluate

• Programs Evaluated by Grade• Within Grade by Big Idea• Criteria Drawn from Research Based in

Effective Interventions and Science of Reading

• Using the following criteria for each critical element: = Element consistently meets/exceeds criterion

= Element inconsistently meets/exceeds

= Element does not satisfy the criterion

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K - Phonemic Awareness Example Items (11 Criteria)

K - Phonemic Awareness Example Items (11 Criteria)

• Teaches skills explicitly & systematically

• Focuses on segmentation or the combination of blending and segmenting (NRP pp. 2-41)

• Adds letter sound correspondence instruction to PA after students demonstrate early PA

• Starts with larger linguistic units and proceeds to smaller units (phonemes)

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Summary of Kindergarten Ratings

Summary of Kindergarten Ratings

Phonemic Awareness Instruction

Letter-Sound Association Instruction

Decoding Instruction

Irregular Words Instruction

Listening Comprehension Instruction

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1 - Decoding & Word Recognition

Example Items (9 Criteria)

1 - Decoding & Word Recognition

Example Items (9 Criteria)

• Progresses systematically from simple word types and word lengths and word complexity to more complex words (NRP p. 2-132)

• Models (provides explicit instruction) at each of the fundamental stages of instruction.

• Sequences words strategically incorporating known letter sounds

• Provides initial instruction in controlled connect text in which students can apply new skills with high levels of success.

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Summary of First Grade Ratings

Summary of First Grade Ratings

Phonemic Awareness Instruction

Decoding & Word Recognition Instruction


Passage Reading Instruction

Reading Comprehension Instruction

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2 - Fluency & Passage ReadingExample Items (6 Criteria)

2 - Fluency & Passage ReadingExample Items (6 Criteria)

• Introduces fluency practice (repeated readings) after students are accurate on text ((NRP 3-28)

• Builds toward a 90 word per minuet fluency goal by the end of grade 2.

• Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency (NRP pp. 3-28)

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Summary of Second Grade Ratings

Summary of Second Grade Ratings



Vocabulary & Concept Instruction

Passage Reading - Fluency Instruction


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Summary of Third Grade Ratings

Summary of Third Grade Ratings


Vocabulary and Concept Instruction

Passage Reading - Fluency Instruction


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3 - Reading Comprehension Example Items (13 Criteria)3 - Reading Comprehension Example Items (13 Criteria)

• Provides a range of examples for initial teaching and practice.

• Continues skill or strategy instruction across several instructional sessions to illustrate the applicability and utility of the skill or strategy.

• Cumulatively builds a repertoire of multiple strategies that are introduced, applied, and integrated with appropriate texts.

• Explicitly teaches: story structure, summarization, etc.

Evaluate “Other” Variables

Evaluate “Other” Variables

EFFECTIVEINSTRUCTION

PROFESSIONALDEVELOPMENTASSESSMENT

LEADERSHIP

SCIENTIFICALLY BASEDREADING PROGRAMS

Scientifically BasedReading Programs

FIT WITH SCHOOL

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• Purpose: to provide additional instruction in one or more areas of reading

• Examples:– phonemic awareness programs– fluency building programs– comprehension strategy programs

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• Purpose: to provide additional instruction to students performing below grade level

• Examples:– stand-alone intervention programs– in-program intervention programs

components of core programs

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Effective Reading Interventions


• Even with research-based core reading instruction, some students have difficulty learning to read and make inadequate progress

• Struggling readers need more time and additional, intensive instructional interventions

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• Knowledge and skills that have the highest impact on learning to read

• Group students into groups of 3-5 according to their instructional needs

• Provide targeted instruction 3 to 5 times per week

• Assure additional instruction aligns with core reading instruction

• Provide ongoing and systematic corrective feedback to students

• Provide extended practice in the critical elements of reading instruction based on students’ needs

• Increase time for word study and build fluency to improve automatic word recognition and rate of reading

• Use systematic classroom-based instructional assessment to document student growth and inform instruction

What Struggling Readers Need to Learn How We Teach Struggling Readers

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Timeline of EventsTimeline of Events

• March: Submit application indicating willingness to select and implement approved comprehensive, supplemental, and intervention programs.

• Late spring/summer: Study and select a comprehensive reading program from menu (unless a satisfactory program is currently adopted)

• Summer/early fall: Secure program specific professional development.

• Late spring-Year 01: Select supplemental & intervention programs.

Documents

1 Deborah C. Simmons January, 2003 Oregon Reading First Reading Programs: Comprehensive, Supplemental, and Intervention