Resources for Tutoring http://www.fcrr.org/
http://www.readingrockets.org/
Slide 4
Common Core Standards
https://www.teachingchannel.org/videos/common-
core-standards-ela?fd=1
https://www.teachingchannel.org/videos/common-
core-standards-ela?fd=1
Slide 5
Think about this Teaching reading is ________________. a.
Dreadful if you dont know exactly how. b. Probably the most
important for your own development, because reading involves all
aspects of curriculum and instructional design and delivery. c. The
most important skill you can teach for most of your students. d.
One of the few skills about which there can be little argument
about how to teach effectively.
Slide 6
Nations Report Card Informs the public about the academic
achievement of students Communicates the findings of the National
Assessment of Educational Progress (NAEP) NAEP collects and reports
information on student performance at the national and state level
Nationally representative samples of more than 178,000 4 th graders
and 160,000 8 th graders participated in the 2009 National
Assessment of Educational Progress (NAEP) in reading
Slide 7
NAEP Results At grade 4, the average reading score in 2011 was
unchanged from the score in 2009 At grade 8, the average reading
score in 2011 was one point higher than in 2009 Scale scores range
from 0 to 500.
Slide 8
Slide 9
NAEP Results (2011) At grade 4, the percentages of students
performing at or above Basic, at or above Proficient, or at
Advanced did not change significantly from 2009 to 2011, but were
higher in 2011 than in 1992. At grade 8, the percentage of students
performing at or above the Basic level did not change significantly
from 2009 to 2011, but was higher in 2011 than in 1992. The
percentage of students at or above Proficient in 2011 was higher
than in 2009 and 1992.
Slide 10
NAEP Results (2009 to 2011) Percentage of 4 th graders below
basic White - 23% - 23% Black 53% - 51% Hispanic 52% - 49% SD 66% -
68% Percentage of 8th graders below basic White - 17% - 15% Black
44% - 41% Hispanic 41% - 36% SD 63% - 62%
Slide 11
Areas of Knowledge Skills/teaching procedures of the reading
process: formats, and how to adapt or enhance them. Sequence of
skills. What do you teach first, next.last. Do a knowledge analysis
of the final performances and standards (objectives), and ask, What
skill elements are needed to do THIS? Work backwards till you get
to the most el4mentary skill. Evaluate, select, and modify reading
programs. State curriculum, research, design principles.
Presentation techniques: You may have the words (formats) but how
do you say them? Assessments & how to use the data to inform
instruction Organization of the classroom maximize instructional
time
Slide 12
Instructionally nave students Do not easily _______ new
information Are easily ________ Difficulty ____________
Slide 13
Four Perspectives on Reading Pessimist schools are helpless
unless social conditions change Generalist must focus on the
learning processes or abilities; focus on skills is inappropriate
Constructivist children develop and progress at their own rate
(natural process) Direct instruction- teachers take responsibility
for students learning
Slide 14
Is learning to speak the same as learning to read? What is
required to learn to read & write? Is there a one size fits all
approach to teaching reading?
Slide 15
Reading Most basic educational skill---or tool skill; that is,
used in learning and using most other skills. So, without reading..
Most basic obligation of any school to ALL students Is not an
innate ability Must be taught Third grade is the golden year
Slide 16
Direct instruction First used in 1968 DISTAR (Science Research
Associates) Siegfried Engelmann & colleagues DI specific
programs di systematic, explicit teaching of skills &
strategies Model (Teacher) Lead (Teacher w/student) Guided practice
Test (Student) Independent Practice See articles by Engelmann,
Rosenshine
Slide 17
Project Follow Through Largest educational experiment Began as
part of President Johnson's ambitious war on poverty (1967-1995)
$500 million Evaluated different approaches to educating children
in poverty Direct instruction was the most effective
Slide 18
Follow Through Models
http://pages.uoregon.edu/adiep/ft/adams.htm Basic Skills Models
Direct Instruction Model (University of Oregon). Developed by
Siegfried Engelmann and Wes Becker, this model used the DISTAR
(DISTAR is an acronym for Direct Instruction System for Teaching
And Remediation) reading, arithmetic, and language programs. The
model assumes that the teacher is responsible for what the children
learn. Behavior Analysis Model (University of Kansas)p;Developed by
Donald Bushell, this model used a behavioral (reinforcement)
approach for teaching reading, arithmetic, handwriting, and
spelling. Social praise and tokens were given to the children for
correct responses and the tokens were traded for desired
activities. Teachers used programmed reading programs in which the
task was presented in small steps. The instructional program was
not specified by the model. Two sites used the DISTAR materials.
Many used Sullivan Programmed Phonics. Students were monitored and
corrective procedures were implemented to ensure student progress.
Language Development (Bilingual) Model (Southwest Educational
Developmental Laboratory)p;This curriculum-based model used an
eclectic approach based on language development. When appropriate,
material was presented first in Spanish and then in English.
Slide 19
Follow Through Models Cognitive/Conceptual Skills Models
Cognitively-Oriented Curriculum (High Scope Foundation). This
popular program was directed by David Weikart and was based on
Piaget's belief that there are underlying cognitive processes.
Children were encouraged to schedule their own activities and then
follow their schedules. The teacher modeled language through the
use of labeling and explaining causal relationships. Also, the
teacher fostered a positive self-concept through the way the
students were given choices. Florida Parent Education Model
(University of Florida) Based on the work of Ira Gordon, this
program taught parents of disadvantaged children to teach their
children. At the same time, students were taught in the classroom
using a Piagetian approach. Parent trainers coordinated the
teaching. Emphasis included not only language instruction, but also
affective, motor, and cognitive skill instruction. Tucson Early
Education Model (University of Arizona) eveloped by Marie Hughes,
TEEM used a language-experience approach (much like the whole
language approach) that attempted to elaborate the child's present
experience and interest. The model was based on the assumption that
children have different learning styles so the child-directed
choices are important. The teacher assists by helping children
compare, recall, and locate relationships.
Slide 20
Follow Through Models Affective Skills Models Bank Street
College Model (Bank Street College of Education)p;This model used
the traditional middle-class nursery school approach that was
adopted by Head Start. Through the use of learning centers,
children had many options, such as counting blocks and quiet areas
of reading. The teacher is responsible for program implementation
by taking advantage of learning situations. The classroom is
structured to increase learning opportunities. Open Education Model
(Education Development Center)p;Derived from the British Infant
School model, this model focuses on building the children's
responsibility for their own learning. Reading and writing were not
taught directly, but through stimulating a desire to communicate.
Responsive Education Model (Far West Laboratory)p;Developed by
Glenn Nimict, this is an eclectic model using the work of O.K.
Moore, Maria Montessori, and Martin Deutsch. The model used
learning centers and the child's interests to determine when and
where the child is stationed. The development of self-esteem is
considered essential to the acquisition of academic skills.
Slide 21
Slide 22
Index of Significant Outcomes. Ratio of times had significant
outcomes versus not significant outcomes in relation to other
models.
Slide 23
Rosenshines Descriptions of di High levels of student
engagement Academic focus Teacher directed Sequence & structure
Objectives Sufficient time Content coverage Monitored student
performance Immediate, corrective feedback Structured
teacher-student interactions
Slide 24
Slide 25
National Reading Panel Congress asked the director of NICHD to
convene a panel to assess the status of research-based knowledge
(1997) Panel was asked to determine the most effective ways to
teach reading Scientists, researchers, teachers, administrators,
& parents Selected studies from approximately 100,000 studies
that met rigorous scientific standards Scientifically based based
reading research (SSBR)
Slide 26
NRP Findings Identified five critical areas in beginning
reading (BIG IDEAS) Phonemic Awareness Phonics (Alphabetic
Principle) a. Letter-sound correspondence b. Decoding: sound it out
(segment) and say it fast (blendfluency) Fluency Text Comprehension
Vocabulary
Slide 27
Major Findings from the NRP Phonemic Awareness (PA) Explicitly
and systematic ally teaching children to ORALLY manipulate phonemes
(say separately/segment words; say in sequence fast/blending)
improves childrens reading and spelling abilities
Slide 28
Examples of PA Phoneme isolation The first sound in sun is___
Phoneme identity What sound is the same in fix, fall, & fun?
Phoneme blending Teacher says, Listen, iiiffff., What word?
Slide 29
Major Findings from NRP Phonics provides significant benefits
for all children. Phonics instruction stresses the acquisition of
letter-sound correspondences and their use in reading &
spelling---decoding and spelling. Teaching phonics systematically
benefits students with LD & low-achieving students.
Slide 30
Phonics msna ffomsna ffo
Slide 31
Major Findings from NRP Fluency Instruction has significant and
positive effects on word recognition (sound out, say fast, sight
word/automaticity), fluency, and comprehension. Fluency is often
neglected in reading instruction. No evidence that independent
silent reading improves fluency.
Slide 32
Fluency Defined Fluency is the ability to read a text
_________and ___________. When fluent readers read silently, they
recognize words automatically. They group words quickly in ways
that help them gain meaning from what they read. Fluent readers
read aloud effortlessly and with expression. Their reading sounds
natural, as if they are speaking. Put Reading First, 2001
Slide 33
Slide 34
Major Findings from NRP Text comprehension is improved by
explicit and direct strategy instruction. Vocabulary is primarily
learned indirectly through language and wide reading. However,
explicit instruction in vocabulary leads to gains in comprehension.
Repeated exposure is needed for vocabulary learning. Vocabulary is
critical to comprehension.
Slide 35
Text Comprehension: Routines or strategies must be taught. Dont
count on students remembering information and knowing how to
organize it.
Slide 36
Vocabulary
Slide 37
Let the wild rumpus start Provide a simple definition rumpus
means wild play Use the definition within the context of the story
Ill say the sentence with the words that mean the same as rumpus.
Let the wild play start. The teacher may then ask, Is rumpus more
like sitting quietly or wild play? Have you ever been in a
rumpus?
Slide 38
Phonics Instruction Teaches relationship between letters
(graphemes) of written language & individual sounds (phonemes)
of spoken language
Slide 39
Understanding that there are predictable and systematic
relationships between written letters and spoken sounds Alphabetic
Principle Successful with children of all backgrounds Goal of
phonics instruction
Slide 40
Teacher clearly models or demonstrates what students are to
learn Focus is precise---right on the skill. Concepts and rules are
clearly presented through modeling, guided practice, & feedback
(Independent work) When is instruction explicit?
Slide 41
Planned, logically progressive sequence of knowledge units
Clearly defined objectives Planned distribution of practice to
build fluency & retention Planned practice on new examples to
promote generalization of skills When is instruction
systematic?
Slide 42
Focus evolves over time Learning to read Reading to learn
Stages of Reading Instruction Identify changes in 100 Easy
Lessons.
Slide 43
Before children enter school. Begin to understand and use
spoken language: turn taking, concepts/vocabulary, facts
(subjectpredicate), pragmatics (naming, asking, answering,
describing, explaining), statement inference (The cat is sitting.
What is the cat doing? How many cats are sitting? What is
sitting?). Oral language experiences are critical: teaching
pronunciation, full sentences (subject and predicate), statement
inference, recall, describing, asking, answering, etc. Varies among
socioeconomic groups Pre-Reading Stage
Slide 44
Began observations when children were 7 9 months old Observed
children until age 3 Oral language important for building the
foundation for reading Hart & Risley (1995)
Slide 45
Beginning Reading >> Language, so that students
participate in instruction: My turn. Your turn. Say it fast. say
sounds. Understand vocabulary and pragmatics in stories.
>>Break the code. Phonemic awareness & phonicssee
letters, make sounds; decode (sound out, say fast) >> Oral
language & comprehension
Slide 46
Early part can last from from 1 month year Latter part focuses
on groups of letters; affixes; fluency instruction Vocabulary &
comprehension instruction Beginning Reading
Slide 47
Transition Reading to ________ More complex words Fluency
development continues for those still having difficulty Primary
Stage
Slide 48
Intermediate Stage 4 th 6 th grades Instruction focuses on
comprehension & vocabulary Integrated with Language Arts
Content areas
Slide 49
Numbers are increasing Intensive ____________program (receptive
& expressive) Initial reading instruction should be controlled
use words the child has already learned Intensive English language
instruction w/ reading instruction English Language Learners
Slide 50
Schools have difficulty distinguishing between the difficulty
of acquiring a second language & language based learning
disability (Klingner & Harry, 2006) What is the students level
of English ___________? Are they literate in the
__________language? Consult with ELL specialist Reading Rockets:
English Language Learners English Language Learners
