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Effective Instruction for Adolescent Struggling Readers Professional Development Module Christy S. Murray, Jade Wexler, Sharon Vaughn, Greg Roberts, Kathryn Klingler Tackett The University of Texas at Austin Marcia Kosanovich Florida State University

Effective Instruction for Adolescent Struggling Readers Professional Development Module

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Effective Instruction for Adolescent Struggling Readers Professional Development Module. Christy S. Murray, Jade Wexler, Sharon Vaughn, Greg Roberts, Kathryn Klingler Tackett The University of Texas at Austin Marcia Kosanovich Florida State University. - PowerPoint PPT Presentation

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Page 1: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Effective Instruction for Adolescent Struggling Readers

Professional Development Module

Christy S. Murray, Jade Wexler, Sharon Vaughn, Greg Roberts, Kathryn Klingler Tackett

The University of Texas at Austin

Marcia KosanovichFlorida State University

Page 2: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State

University; Horizon Research Inc.; RG Research Group; the Texas Institute for Measurement,Evaluation, and Statistics at the University of Houston; and the Vaughn

Gross Center for Reading and Language Arts at The University of Texas at Austin.

The contents of this PowerPoint presentation were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarily

represent the policy of the Department of Education, and one should notassume endorsement by the federal government.

2008

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org.

Page 3: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Adolescent Literacy: Research and Practice

One in three fourth-graders is reading below a basic level.

Only 31 percent of eighth-graders are proficient readers.

(Lee, Grigg, & Donahue, 2007)

Page 4: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Essential Components of Reading Elementary Level vs. Secondary Level

Component Elementary Secondary

Phonemic Awareness Word Study

(Advanced)

Fluency Vocabulary Comprehension Motivation

Page 5: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Objectives

Enhance your understanding of selected research-based instructional practices associated with positive effects for adolescent struggling readers.

Learn how to implement these research-based practices.

NOTE: Assessment and its influence on instruction will not be a focus of this presentation.

Page 6: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

(Scammacca, Roberts, Vaughn, Edmonds, Wexler, Reutebuch, & Torgesen, 2007)

Reading Interventions for Adolescent Struggling Readers: A Meta-analysis With Implications for Practice

1. Overall, how effective are the reading interventions for adolescent struggling readers that have been examined in research studies?

2. What is the specific impact of these reading interventions on measures of reading comprehension?

3. What is the specific impact of these reading interventions on students with learning disabilities?

Available for download: www.centeroninstruction.org.

Page 7: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Scientific Rigor of Highlighted Studies

All highlighted studies usedrandom assignment

and standardized measures.

Page 8: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

General Findings of the Meta-Analysis

Various levels of intervention effectiveness:

Students with LD vs. students without LD;

Researcher-implemented vs. teacher-implemented; and

Students at the middle school level vs. students at the high school level.

Page 9: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Highlighted Studies: Caveat

The instructional practices used in the studies we selected represent some of the practices associated with improved outcomes for students in grades 4–12.

The scope of this presentation does not allow us to present all studies and referenced practices from the meta-analysis.

Page 10: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Essential Components of Reading for Adolescents

Word Study

Fluency

Vocabulary

Comprehension

Motivation

Page 11: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

What is Word Study?

What do I do when my students with reading disabilities and difficulties cannot read grade-level words accurately?

Page 12: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Word StudyPractices that improve word-level reading

Research indicates that…

Older students in need can benefit from word study instruction (Edmonds et al., in press; Scammacca et al., 2007).

Page 13: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

COI Meta-analysis

FINDING

Interventions focused on word study had a moderate overall effect.

IMPLICATION

For older students struggling at the word level, specific word study intervention is associated with improved reading outcomes.

Page 14: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Word Study

Successful Readers Struggling Readers

Read multisyllabic words and use strategies to figure out unknown words.

Often read single-syllable words effortlessly but have difficulty decoding longer, multisyllabic words.

Make connections between letter patterns and sounds and use this understanding to read words.

May lack knowledge of the ways in which sounds map to print.

Break words into syllables during reading. Have difficulty breaking words into syllable parts.

Use word analysis strategies to break difficult or long words into meaningful parts such as inflectional endings, prefixes, suffixes, and roots.

Often do not use word analysis strategies to break words into parts.

(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)

Page 15: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Reasons for Word Study Difficulties

Students might not have been effectively taught how to decode in the earlier grades.

Students might not have been given adequate opportunities for practice.

Students may struggle to understand letter-sound correspondences or the “rules of the English language.”

Page 16: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Strategies for Teaching Word Study

Following are examples of two types of word study practices that can be used

with older readers.

Page 17: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Word Study: Instructional Practice #1

Instruction in orthographic processing, or the ability to recognize letter patterns in words and their

corresponding sound units.

Instructional focus: Various advanced word study components such as

syllable types and blending multisyllabic words.

Page 18: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Instructional Practice #1: Example

Mumble = mum – ble

Locate = lo – cate

Invalid = in – val – id

Page 19: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Instructional Practice #1: How do I Teach it?

Teach students to identify and break words into syllable types.

Teach students when and how to read multisyllabic words by blending the parts.

Teach students to recognize irregular words that do not follow predictable patterns.

Teach students to apply these practices to academic words (e.g., tangent, democracy, precision).

Page 20: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Syllable Types and Examples

Closed (e.g., cat) short vowel Open (e.g., no) long vowel Vowel-consonant-e (e.g., like): e makes vowel long Consonant-le (e.g., mumble) R-controlled (e.g., ar, or, er, ir, ur) Double vowel (e.g., team)

Page 21: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Word Study: Instructional Practice #2

Expose students to information and strategies that will help students gain access to the meaning of words and make the connection between decoding and comprehension.

Instructional focus: Prefixes, suffixes, inflectional endings, root words,

and base words.

Page 22: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Instructional Practice #2: Example

Transplanted = trans (across) + plant (base word)

+ ed (happened in the past)

Useless = use (base word) + less (without; not)

Careful = care (base word) + ful (full of)

Page 23: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Instructional Practice #2: How Do I Teach It?

Teach students the meanings of common prefixes, suffixes, inflectional endings, and roots.

Provide instruction in how and when to use structural analysis to decode unknown words.

Page 24: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Highlighted Study:Bhattacharya & Ehri (2004)

Participants60 struggling readers (non-LD),

grades 6 through 9

Received one of two interventions provided by a researcher for

four sessions totaling 110 minutes.

WholeWord

Readingn = 20

SyllableChunkingn = 20

Received current school

instruction.

(Comparison Group)

n = 20

Page 25: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Students were taught to:

1. Orally divide multisyllabic words into syllables;

2. State the number of syllables;

3. Match syllables to their spelling; and

4. Blend the syllables to say the whole word.

Syllable Chunking Intervention

Page 26: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Five Steps in Syllable Chunking Intervention

Students read the word aloud. If incorrect, they were told the word and repeated it.

Students explained the word’s meaning. If incorrect, they were provided corrective feedback.

Students orally divided the word’s pronunciation into its syllables or beats by raising a finger as each beat

was pronounced and then stated the number of beats. If incorrect, the experimenter modeled the correct response.

(e.g., fin – ish = two beats)

Page 27: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Five Steps in Syllable Chunking Intervention (continued)

Students matched the pronounced form of each beat to its spelling by exposing that part of the spelling

as it was pronounced, while covering the other letters. (Different ways of dividing words into syllables were accepted.)

If incorrect, the experimenter modeled and explained the correct segmentation and students copied the response.

Students blended the syllables to say the whole word. If incorrect, they were told the word and repeated it.

Page 28: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Syllable Chunking InterventionLearning Trials

Words were presented on index cards one at a time over four learning trials in random orders.

Trial 1: Perform all five steps.

Trials 2–4: Perform all steps except step 2.

Read and analyzed 25 words on each of the 4 days.

Page 29: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Students practiced reading multisyllabic words with no applied strategy.

Whole Word Reading Intervention

Page 30: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Three Steps in Whole Word Reading Intervention

Students read the word aloud. If incorrect, they were told the word and repeated it.

Students explained the word’s meaning. If incorrect, they were told the meaning.

Students read the word again by looking at the print. If incorrect, they were told the word and repeated it.

Page 31: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Whole Word Reading InterventionLearning Trials

Read and analyzed 25 words on each of the 4 days.

Trial 1: Perform all three steps.

Trials 2–4: Perform all steps except step 2. Trials 5–6: Read words as quickly as possible

and record time.

Words were presented on index cards one at a time over six learning trials in random orders.

Page 32: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Highlighted Study:Bhattacharya & Ehri (2004)

Participants60 struggling readers (non-LD),

grades 6 through 9

Received one of two interventions provided by a researcher for

four sessions totaling 110 minutes.

WholeWord

Readingn = 20

SyllableChunkingn = 20

Received current school

instruction.

(Comparison Group)

n = 20

Page 33: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Current School Practice(Comparison Condition)

Students received the school’s typical reading instruction.

Page 34: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Which Strategy do You Think was Most Effective? Why?

Study Findings

Syllable training enhanced readers’ decoding ability on transfer tasks.

Syllable training enhanced readers’ ability to retain spellings of words in memory.

Whole word training was not found to help struggling readers on any of the decoding or spelling transfer tasks.

Page 35: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Implications for the Classroom

There is value in teaching adolescent

struggling readers to read

multisyllabic words by matching syllables to

pronunciations.

Instruction in word study for the weakest readers is needed as well as

comprehension strategy instruction.

Authors note that the intervention could be enhanced

by also teaching students information

about root words and affixes,

syllable types, etc.

Page 36: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Participant Activity

You are teaching a sixth-grade reading class, and several of your students are having

difficulty reading words. You decide to try a syllable chunking

strategy with these students.

Page 37: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Syllable Chunking Intervention

Page 38: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Instruction

Compensate

Dictionary

Federal

Syllable Chunking Strategy

Page 39: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Conclusions About Word Study Instruction

For adolescent readers who struggle at the word level, instruction in word study skills can improve word identification skills.

There are a variety of instructional methods for this purpose, but most involve teaching students to decode words by recognizing syllables types or by analyzing parts of words.

Page 40: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

What is Fluency?

What do I do when my students with reading disabilities and difficulties cannot read words with automaticity?

Page 41: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Fluency The ability to read text with speed, accuracy, and prosody (expression)

Research indicates that…

Word study and comprehension are related to fluency (Shinn & Good, 1992).

Fluency does not “cause” comprehension, but is one necessary component of successful reading (Rasinski et al., 2005).

Page 42: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

COI Meta-analysis

FINDING

More research on fluency is needed with older students.

IMPLICATION

Fluency practices associated with improved outcomes with younger students may apply to older students struggling with fluency.

Page 43: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Fluency

Successful Readers Struggling Readers

Read 100–160 words per minute (at the middle school level), depending on the nature and difficulty of the text.

Read slowly and laboriously.

Decode words accurately and automatically. May continue to struggle with decoding or may decode correctly but slowly.

Group words into meaningful chunks and phrases.

May not pause at punctuation or recognize phrases.

Read with expression. Often lack voice or articulation of emotion while reading.

Combine multiple tasks while reading (e.g., decoding, phrasing, understanding, and interpreting).

May lack proficiency in individual skills, resulting in dysfluent reading and limit comprehension.

(Boardman et al., 2008)

Page 44: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Reasons for Fluency Difficulties

Students are focusing too much cognitive effort on decoding the text.

Students are not cognizant of punctuation’s role in reading.

Students have a weak sight word vocabulary.

Students have had limited exposure, instruction, and practice with reading text fluently or at all.

Students are unfamiliar with the meaning of words in text.

Page 45: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Fluency: Differing Instructional Needs

Adolescents whose oral reading rate on grade-level text is:

Below 70 wcpm* need more practice with word recognition in addition to fluency practice;

Between 70 and 120 wcpm* may benefit from regular fluency instruction; and

Greater than 120 wcpm* may benefit more from increased vocabulary and comprehension instruction rather than increased fluency instruction.

* Ranges are approximations.

Page 46: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

What areRepeated Reading and Wide Reading?

Wide Reading

Reading many different types of text

Repeated Reading

Reading and listening to the same passage several times

Page 47: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Rationale for Repeated Reading at the Secondary Level

Repeated reading may be appropriate when providing students with practice on a targeted list of words.

Students will have multiple exposures to words that may build their sight vocabulary and automaticity.

Repeated reading interventions have been shown to have positive outcomes for students with reading difficulties in the younger grades (Chard, Vaughn, & Tyler, 2002). Therefore, repeated reading interventions may have a similar effect for students in the secondary grades at an early reading level. (Please note that more research in this area is needed).

Page 48: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Challenges Associated With Repeated Reading

Repeated Reading Increases in speed generally fail to transfer to other texts unless

there is word overlap (Rashotte & Torgesen, 1985).

May not be more effective than wide reading for increasing reading speed (Homan, Klesius, & Hite, 1993).

Limits students’ exposure to content, vocabulary, and different text types.

Page 49: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Rationale for Wide Reading at the Secondary Level

Wide Reading Students are exposed to a variety of text structures and vocabulary

(which coincides with the expectations of reading a wide variety of text in the upper grades).

Students are exposed to more content (when compared to repeated reading), which may increase word/background knowledge. Background knowledge can have a positive impact on comprehension (Hansen & Pearson, 1983).

There is less likelihood that students will see the same words over and over again across a variety of texts.

Page 50: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Wide Reading vs. Repeated ReadingWhich is More Effective?

More research is needed in the area of fluency instruction for older students.

Recommendation:Use a combination of repeated reading and wide reading.

Repeated reading provides opportunities for students to improve and automate their sight vocabulary.

Wide reading exposes students to new and different content, vocabulary, and text types.

Page 51: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Combine with word learning. Select passages that include “targeted” vocabulary and/or passages

at the student’s independent level. Monitor progress and provide feedback to students. Support reading with modeling and feedback from teacher or peers. Involve students in progress monitoring of fluency goals. As students improve, increase passage difficulty.

Repeated ReadingConsiderations for Use

Page 52: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Wide ReadingConsiderations for Use

Select passages at the student’s independent or instructional reading level.

Practice fluency with successive passages but do not reread the same passage repeatedly.

Monitor progress and provide frequent feedback. Support reading with modeling and feedback from teacher or peers. Involve students in progress monitoring of fluency goals. As students improve, increase passage difficulty.

Page 53: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Fluency Interventions Alone Do Not Improve Comprehension

Fluency practice is most effective when combined with instruction in decoding (for select students)

and/or comprehension instruction.

Page 54: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Partner Reading

Partner reading is a widely used strategy that provides the opportunity to practice oral reading with immediate and explicit feedback and incorporates the opportunity to engage in comprehension practice. Partner reading:

May benefit both partners in fluency development;

Engages students in fluency monitoring practices; and

Improves self-monitoring practices during reading.

Page 55: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Partner ReadingConsiderations for Use

Use at least 3 days per week with students who need practice developing their ability to read fluently.

Should last no more than 15–20 minutes per day or every other day. Spend a majority of instructional time on other components of reading.

Pair partners based on data: Place slightly higher-level reader with lower-level reader. (Having a model of good reading is essential.)

Page 56: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Partner ReadingConsiderations for Use (continued)

Use reading materials that are at the independent or instructional level of the more struggling reader.

Set individual and partner goals for reading fluency. Have students graph their best results.

Page 57: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Specific Skills to Teach

What counts as an incorrect response. How to sit with partners and locate materials. How to time each other. How to underline incorrect words. How to use correction procedures. How to calculate words correct per minute. How to graph results.

Page 58: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

How Do I Implement Partner Reading?

Model use of partner reading strategies.

Discuss fluency and its importance.

Provide guided practice.

Provide independent practice with support.

Page 59: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Teacher Responsibilities

Prepare student folders with new passages (one for each student to read and/or follow along with their partner).

Observe students during partner reading to monitor fidelity of procedures and accuracy of error checking.

Check folders (accuracy, graphs).

Move students to next level.

Page 60: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Practice: Who Needs Fluency Instruction?Example 1

Anna is a ninth-grader reading 40 wcpm on eighth-grade-level text. Her teacher has noticed that she often has difficulty decoding words. She did not pass the state test. Does Anna need fluency instruction?

YES, but she also needs explicit instruction in word study. She would also benefit from instruction to boost her

vocabulary knowledge and overall verbal reasoning/comprehension ability.

Page 61: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Example 2

Jose is a 10th-grader reading 111 wcpm on 8th-grade-level text and is more than 95 percent accurate. He did not pass the state test. What does this tell us about Jose? Does he need fluency instruction?

Jose is fairly fluent. He may need some fluency instruction, but the fact that he is reading at least 100 wcpm

and is very accurate and still not passing the state test tells us that Jose may need instruction

to boost comprehension, verbal reasoning, and word knowledge in addition to fluency instruction.

Page 62: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Example 3

Maria is reading 62 wcpm, but she is 96 percent accurate. She did pass the state test, but she had an extended time accommodation. Does Maria need fluency instruction?

YES, Maria would most likely benefit from fluency instruction. She might benefit from some instruction in word study

(especially in sight words), but because she is so accurate, she needs practice to increase the rate at which she is reading.

Although she is slow, with accommodations she was able to demonstrate good comprehension

by passing the state test, which is a positive indication of her comprehension ability.

Page 63: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Fluency Instruction:Conclusions

The level of fluency required for secondary struggling readers to read effectively and understand text is not entirely clear.

For some students, fluency may help build a link between decoding and comprehension, but fluency does not cause comprehension.

Teachers should not spend a lot of time on fluency instruction and should pair it with instruction in decoding and/or vocabulary and comprehension-enhancing practices.

Page 64: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

What is Vocabulary?

What do I do when my students with reading disabilities and difficulties do not know what a majority of words

in text mean and cannot use word-meaning knowledge to enhance their comprehension?

Page 65: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Vocabulary is…

The ability to understand and use a word effectively and appropriately

to foster comprehension.

Page 66: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Research on Vocabulary: A Vocabulary Continuum

1. I’ve never heard of this word.

2. I’ve heard of this word, but I’m not really sure what it means.

3. I can recognize the word in context.

4. I know the word well, including its various forms, definitions, and uses.

(Dale, 1965)

Page 67: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

COI Meta-analysis

FINDINGVocabulary interventions had the

largest overall effect size.

IMPLICATIONSWe know that directly teaching students the meaning of words and how to use strategies to uncover meanings of words can improve students’ knowledge of the words taught.

What we don’t know is whether or how vocabulary instruction influences comprehension.

Page 68: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

COI Meta-Analysis

FINDINGVocabulary interventions had the largest

overall effect size.

CAVEATStandardized measures are not typically

used for measuring vocabulary knowledge and use.Only researcher-developed measures were used

in the studies in the meta-analysis.

Page 69: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Vocabulary

Successful Readers Struggling Readers

Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.

Have limited exposure to new words.May not enjoy reading and therefore do not select reading as an independent activity.

Understand most words when they are reading (at least 90 percent) and can make sense of unknown words to build their vocabulary knowledge.

Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.

Learn words incrementally, through multiple exposures to new words.

Lack the variety of experiences and exposures necessary to gain deep understanding of new words.

Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.

Often have limited content-specific prior knowledge that is not sufficient to support word learning.

(Boardman et al., 2008)

Page 70: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Reasons for Vocabulary Difficulties

Lack of exposure to words (through reading, speaking, and listening).

Lack of background knowledge related to words.

Lack of direct vocabulary instruction.

Page 71: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Teaching Vocabulary Words and Meaning

Effectively teaching vocabulary words does not mean asking students to memorize definitions, nor does it mean teaching students unfriendly and complex descriptions of words.

Effectively teaching vocabulary words assures that students have opportunities to know what words mean and how to use them in oral and written language.

Page 72: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Vocabulary InstructionUse All of These Approaches That Match Instructional Needs

Word Consciousness

GenerativeVocabulary

AcademicVocabulary

Additive Vocabulary

Page 73: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Word Consciousness

Word consciousness refers to an awareness that words have multiple meanings in various contexts.– Example: Assembly

Use various instructional approaches.

Page 74: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Additive Vocabulary Instruction

Explicit instruction of specific words.

Think about your goals for instruction when selecting words.

Beck’s Three Tiers of Vocabulary.

Page 75: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Three Tiers of Vocabulary Words

Tier 3 Words Rarely in text or

are content specific.

Tier 2 Words

Appear frequently in many contexts.

Tier 1 Words

Words students are likely to know.

(Beck, McKeown, & Kucan, 2002)

Page 76: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Selecting Tier 2 Words

Tier 2 words are:

Frequently encountered; Crucial to understanding the main idea of text; Not a part of students’ prior knowledge (not Tier 1

words); and Unlikely to be learned independently through the use of

context or structural analysis.REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)

Page 77: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Seventh-Grade Text

Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877.

Page 78: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Ninth-Grade Textfrom Tuck Everlasting

The road that led to Treegap had been trod out long before by a herd of cows who were, to say the least, relaxed. It wandered along in curves and easy angles, swayed off and up in a pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)

Page 79: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Which Words are Tier 2 Words?

The road that led to Treegap had been trod out long before by a herd of cows who were, to say the least, relaxed. It wandered along in curves and easy angles, swayed off and up in a pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)

Page 80: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Additive Vocabulary Instruction:Specific Strategies

Teach multiple meanings of words and provide many exposures to target words.

Provide engaging activities: creating definitions and nondefinitions, drawing pictures, and other games.

Restructure and clarify tasks, as necessary.

Page 81: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Generative Vocabulary Instruction

Teaching words and related words Example: Involuntary

volunteer = “Choosing an action”

in = “Not”

ary = “Associated with”

Involuntary refers to something that happens not bychoice.

Example sentence: Blinking your eyes regularly is an involuntary action.

Page 82: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Generative Vocabulary Instruction:Specific Strategies

Promote wide reading of texts. Promote opportunities to use target words. Connect new words to oral language or reading materials. Play word games and explore interesting uses of words. Use key word strategies that provide phonetic or visual links

to target words. Show students how to break words into parts and to use other

strategies to identify meaning.

Page 83: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Academic Vocabulary Instruction

Concentrate on meanings of words within a specific context.

Can be taken from content-area materials. May be Tier 3 words. Example: Conductor.

Page 84: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Academic Vocabulary Instruction:Specific Strategies

Use content-area materials to identify vocabulary. Obtain depth of understanding by providing multiple

exposures and various contexts. Use assessment procedures to identify words that

students need to know. Provide explicit instruction. Use computer technology.

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Conclusions About Vocabulary Instruction

A good reader uses vocabulary to foster comprehension. Teachers can do the following to effectively enhance students’

vocabulary:– Promote word consciousness;– Use additive vocabulary instruction;– Use generative vocabulary instruction; and– Teach academic vocabulary.

Teachers should carefully choose the type of vocabulary instruction they provide by examining the goals of their lessons.

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What is Reading Comprehension?

What do I do when my students with reading disabilities and difficulties do not use strategies to enhance comprehension?

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Comprehension is…

The ability to construct meaning and learn from textusing a variety of applied strategies.

The ultimate purpose of reading.

Research indicates that to teach students to construct meaning from text, teachers need a firm grasp of:

– Strategies that successful readers use when creating meaning from text; and

– Effective instructional methods to teach such successful strategies (National Reading Panel, 2000).

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COI Meta-analysis

FINDING The effect for reading comprehension strategy interventions was medium to large.

IMPLICATIONSReading comprehension interventions can have a significant impact on adolescent struggling readers.

Providing comprehension strategy instruction throughout the day provides opportunities for multiple exposures and use of strategies with a variety of texts.

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Comprehension

Successful Readers Struggling Readers

Continuously monitor reading for understanding.

Fail to use meta-cognitive strategies as they read.

May not be aware when understanding breaks down.

Link content with their prior knowledge. May lack subject-specific prior knowledge.

Do not readily make connections between what they are learning and what they already know.

Use a variety of effective reading strategies before, during, and after reading.

Have limited knowledge and use of strategies for gaining information from text.

Set a purpose for reading and adjust their rate and strategy use depending on the text and content.

Often do not enjoy reading and lack understanding of the utility of reading.

(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

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Reasons for Comprehension Difficulties

Lack of appropriate prior knowledge. Inability to relate content to prior knowledge. Over-reliance on background knowledge. Inability to read text fluently. Difficulty with decoding words; Inability to attend to meaning while reading. Inability to apply comprehension strategies. Difficulty with understanding meaning of words.

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Components of Comprehension Strategy Instruction

Activate Prior

Knowledge

Answer/GenerateQuestions

Monitor Comprehension

Summarize Using Graphic

Organizers

MulticomponentInstruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)

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Preview slides and handouts. Make a prediction: What will you learn during this portion of the

professional development?

Anticipate What You Will Learn

Knowledge Before PD Statement Knowledge After PD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehension strategies.

Having students make predictions about what they will learn should take about 30 minutes when introducing text.

All students who can decode words can also comprehend text.

Students who know comprehension strategies generally apply them when they read.

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Component # 1: Activate Prior Knowledge

What is it?Existing information students have about a topic, skill, or idea.

Why is it important?Helps students make connections between what they already

know and what they are reading.

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Activate Prior Knowledge:Effective Strategies

Making/Monitoring Predictions

Previewing TextPreviewing Text

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Previewing Text

Instructional Steps

1.Model by thinking aloud.

Highlight headings, pictures, key words.

2.Provide small-group practice.

3.Provide independent practice.

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Making/Monitoring Predictions

After previewing text, ask students to make informed comments about the text and what they will learn. Do not solicit guesses. Keep it brief. Revisit after reading to confirm or disconfirm predictions. Provide key ideas or concepts to build background

knowledge.

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Other Ways to Activate Prior Knowledge

Preview the material by identifying key words or concepts.

Have students briefly discuss what they know about a topic.

Explain the use of a word splash.

Describe the use of a KWL chart.

Demonstrate the use of an anticipation guide.

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Component #2: Answering and Generating Questions

What is it?

Strategies that assist students in answering comprehension questions and generating their own questions about the text to facilitate understanding.

Why is it important?Teaches students where and how to find answers.

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Answering and Generating Questions:Effective Strategies

Levels of Questions

Self-Questioning

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Strategy #1: Determining Levels of Questions

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002; NIFL, 2001; NRP, 2000; Raphael, 1986)

Level 1: Right ThereEasier questions, one- or two-word answers

Level 2: Putting it TogetherPut pieces of information

from text together to come up with answer

Level 3: Making ConnectionsCannot be answered by looking in text alone

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Goals of Using Leveled Questions

Help students ask and answer increasingly sophisticated types of questions.

Help students become better consumers of text by being able to ask and answer both simple and complex questions.

Show students how to approach different types of questions.

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

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Explicitly Teach Each Question Level

Introduce one level of question at a time.

Model how to answer each level of question.

Provide guided practice.

Provide supported, independent practice.Provide immediate feedback to students.

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002; NIFL, 2001; NRP, 2000; Raphael, 1986)

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Strategy #2: Self-Questioning

The act of asking yourself questions as you read, such as: Where is this story taking place? Why is this information important for me to know?

This strategy is also used to monitor comprehension.

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Explicitly Teaching Self-Questioning

Model how to self-question.

Provide guided practice.

Provide supported, independent practice.Provide immediate feedback to students.

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Materials: Handout 9, “Tornadoes” Scratch paper and pencils

What Does Self-Questioning Look Like?

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Component #3: Monitoring Comprehension Strategies

What are they?Strategies that enable students to keep track

of their understanding as they read and to implement “fix-up” strategies when understanding breaks down.

Why are they important?By monitoring their understanding, students become

more independent in understanding what is being read.

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Effective Strategies forMonitoring Comprehension

Main Idea

“Fix-up” Strategies

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Strategy #1: Finding the Main Idea

Identify the most important “who” or “what”.

Identify the most important information about the “who” or “what”.

Write this information in one short sentence (e.g., 10 words or less).

(Klingner, Vaughn, & Schumm, 1998)

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Materials: Handout 9, “Tornadoes”—one per participant Handout 10, “Finding the Main Idea”—one per participant

What Does Finding the Main Idea Look Like?

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Strategy #2: “Fix-Up” Strategies

(Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)

Rereading, restating

Stopping when you come to a word that you do not know

Using strategies to figure out unfamiliar words or phrases

(e.g., context clues, breaking the word apart)

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Component #4: Graphic Organizers and Summarization

Graphic organizers can be used

to aid students with summarization.

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Graphic Organizers

What are they?Visual representations of ideas in text.

Why are they important?Assist students in identifying, organizing,

and remembering important ideas.

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Graphic Organizers can be Used to:

Activate relevant background knowledge; Guide students’ thinking about the text; Help students remember important elements and information

in texts; Help students see and understand how concepts relate to

one another within a text; Promote both questioning and discussion as students

collaborate and share ideas; and Provide a springboard for organizing and writing summaries.

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

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Graphic Organizer for Summarization

Big Idea (provided by the teacher)

Main idea of first section

Main idea of second section

Main idea of third section

Main idea of fourth

section

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

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Summarization Instruction

What is it?Strategies to help students identify

the most important elements of what they read.

Why is it important?Enhances ability to synthesize large amounts

of information during and after reading.

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Before Summarizing:Using the Graphic Organizer

1. Teacher introduces the graphic organizer (GO) and explains its purpose.

2. Teacher provides the “big idea” of the passage and writes it in the center of the GO.

3. Students read the passage, paragraph by paragraph, and record the main idea of each paragraph on the GO.

Main Idea

Main Idea

Main Idea

Main Idea

Big Idea

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

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Summarization Steps for Students

Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread for understanding and edit if necessary.

2

3

4

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How do I Teach it?

Model summarization.

Provide guided practice.

Provide supported, independent practice.Provide immediate feedback to students.

Provide examples and nonexamples.

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Materials: Handout 9, “Tornadoes”—one per participant

Handout 11, “Graphic Organizer: Main Idea and Summarization” (for “Tornadoes”)—one per participant

Handout 12, “Graphic Organizer: Main Idea and Summarization” (blank)—one per participant

What Does Summarization With Graphic Organizers Look Like?

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Summarization Steps for Students

Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread for understanding and edit if necessary.

2

3

4

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Highlighted Study:Klingner & Vaughn (1996)

Participants26 students (some LD),

grades 7 and 8

Participants26 students (some LD),

grades 7 and 8

Reciprocal Teaching

15 days

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Reciprocal TeachingStrategies Taught

Predict what a passage is about.

Brainstorm what you know about the topic.

Clarify words and phrases.

Highlight the main idea of a paragraph.

Summarize the main idea.

Identify important details of a passage.

Ask and answer questions.

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Cross-Age Tutoring

n = 13

Cooperative Groups

n = 13

Reciprocal Teaching

15 days

Participants26 students (some LD),

grades 7 and 8

Reciprocal TeachingStrategies Taught (continued)

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Cross-Age Tutoring Cooperative Learning

Participants provided tutoring to sixth-grade students on

comprehension strategies.

Participants implemented the comprehension strategies in cooperative learning groups (3–5 students) for 12 days.

For both interventions, the researcher:Circulated around the room;

Monitored behavior; andProvided assistance, as needed.

Reciprocal TeachingStrategies Taught (continued)

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Findings

Initial reading ability and oral language proficiency seemed related to gains in comprehension.

A greater range of students benefited from strategy instruction than would have been predicted.

Students in both groups continued to show improvement in comprehension when provided minimal adult support.

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Implications for the Classroom

Implementing comprehension strategy practice within peer groups frees up the teacher for monitoring student performance.

Teachers may want to consider comprehension instruction for a wide range of students, including those with very low reading levels.

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Components of Comprehension Strategy Instruction

Activate Prior

Knowledge

Answer/Generate Questions

Monitor Comprehension

Summarize Using Graphic

Organizers

MulticomponentInstruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)

Page 128: Effective Instruction for  Adolescent Struggling Readers  Professional Development Module

Multicomponent Comprehension Strategies are…

The combination of several reading comprehension strategies in order to gain meaning from text.

Why is it important?

The combination of strategies increases the level of comprehension.

It leads to eventual automaticity.

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How do I Teach it?

After teaching two or more comprehension strategies, give students opportunity to practice and apply knowledge.

Model using the strategies together.

Provide guided practice.

Provide supported, independent practice.Provide immediate feedback to students.

Teach students to self-regulate their use of strategies.

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Knowledge Before PD

Statement

Knowledge After PD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehension strategies.

Having students make predictions about what they will learn should take about 30 minutes when introducing text.

All students who can decode words can also comprehend text.

Students who know comprehension strategies generally apply them when they read.

Revisit Your Anticipation Chart

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Confirm/Disconfirm Predictions

Prediction:

Based on:

Confirmed?

___ Yes

___ No

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Conclusions About Comprehension Instruction

TEACH STRATEGIES

Do not just ask comprehension questions.

Eventually, show students how to combine these strategies and use them concurrently.

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What is Motivation?

How can I incorporate motivation into my lessons for my students with reading

disabilities and difficulties?

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Research on Motivation

Motivation: Makes reading enjoyable; Increases strategy use; and Supports comprehension.

(Guthrie & Wigfield, 2000)

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Motivation

Successful Readers Struggling Readers

Interact with text in a motivated and strategic way.

May engage in reading as a passive process without effortful attention given to activating prior knowledge, using reading strategies, or employing other strategic thought processes.

Have improved comprehension and reading outcomes when engaged with text.

Often have low comprehension of text.

Read more and, thus, have more access to a variety of topics and text types.

Fail to access a variety of wide reading opportunities. Given the choice, prefer not to read.

Are interested and curious about topics and content in texts and read to find out more.

May not be interested or curious to find out about topics or content by reading.

(Boardman et al., 2008)

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Instructional Practices Associated With Improved Motivation

Four critical instructional practices can improve students’ motivation.

1. Provide content goals for reading.

2. Support student autonomy.

3. Provide interesting texts.

4. Increase collaboration during reading.

(Guthrie & Humenick, 2004)

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Instructional Practice #1: Content Goals

Facilitate the use of relevant background knowledge. Arrange hands-on experiences. Make content goals interesting and relevant. Model behaviors of a curious reader. Involve students in creating and tracking content goals. Provide feedback on progress of meeting goals.

(Guthrie & Humenick, 2004)

A content goal is a question or purpose for reading. It emphasizes the importance of and increases interest in learning from what we read. A teacher could:

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Instructional Practice #2: Support Student Autonomy

Provide opportunities for students to select which text they read.

Allow students to choose aspects of the task in which they are to engage.

Provide opportunities for students to either select partners or groups, or to work alone.

(Guthrie & Humenick, 2004)

Student autonomy refers to students making instructional decisions for themselves.

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Instructional Practice #3: Use Interesting Texts

Choose texts for which students possess background knowledge.

Choose texts that are visually pleasing and appear readable. Choose texts that are relevant to students’ interests. Provide stimulating tasks.

(Guthrie & Humenick, 2004)

Students enjoy reading texts they find interesting and choose to continue reading these texts during free time. Here are several guidelines for selecting appropriate and interesting material:

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Instructional Practice #4: Increase Collaboration During Reading

Allow students to collaborate by reading together, sharing information, and presenting their knowledge.

Teach collaborative group work skills. Use collaboration to foster a sense of belonging to the

classroom community (Anderman, 1999).

(Guthrie & Humenick, 2004)

Adolescents are motivated by working together.Collaboration increases the number of opportunities struggling readers have to respond.

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Motivation: Practical Ideas

Provide weekly/monthly

rewards.

Allow students to choose incentives.

Schedule student

conferences.

Provide student choice.

Allow students to graph their

progress.

Allow students to participate

in goal setting or lesson planning.

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Effective Reading Instruction at the Secondary Level: Putting it all Together

A Review of Instructional Recommendations Teach word study skills to adolescent readers who struggle at the word level.

There are a variety of methods to teach this information, but most involve teaching students to decode words by recognizing syllable types or by analyzing parts of words.

Use data to decide how much fluency intervention students should receive and whether it should be paired with instruction in decoding, vocabulary, and/or comprehension-enhancing practices.

Teach the meanings of words to students to enhance their vocabulary. Your instructional goals will guide the words and instructional approach you select.

Teach students specific comprehension strategies that they can use to enhance their comprehension. Once individual strategies are taught, combine two or more into a single lesson.

Use instructional practices that promote student motivation.

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Considerations for Implementation

Assess and monitor the progress of students.

Provide targeted support in well-planned, small-group sessions over a long period of time.

Adjust the focus and intensity of interventions according to individual student needs.

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Considerations for Implementation (continued)

Provide professional development and support to teachers in general education classrooms

to provide classwide interventions.

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Considerations for Implementation (continued)

Instructional techniques and content.

Programwide decisions.

Implementation of reading instruction.

Create ways for general education teachers and specialists to collaborate and coordinate on:

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Continue to Learn!

Use Center on Instruction resources to build your background knowledge of reading instruction for older struggling readers.

Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction

Adolescent Literacy Resources: An Annotated Bibliography

Interventions for Adolescent Struggling Readers: A Meta-analysis With Implications for Practice

Effective Instruction for Adolescent Struggling Readers: A Practice Brief

Continue to seek out other sources of support and knowledge. Visit www.centeroninstruction.org.