Leaving Fewer Children Behind in Reading: Requirements at the Classroom and School level Dr. Joseph K. Torgesen Florida Center for Reading Research Bureau

Leaving Fewer Children Leaving Fewer Children Behind in Reading: Behind in Reading:

Requirements at the Requirements at the Classroom and School levelClassroom and School level

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida Center for Reading ResearchFlorida Center for Reading Research

Bureau of Indian Affairs Literacy Conference, January, 2006Bureau of Indian Affairs Literacy Conference, January, 2006

Beginning with the End in

Mind:

Our Ultimate Goal

Each year, to have more students at Each year, to have more students at every grade level from 1every grade level from 1stst on up able on up able to:to:

Pick up a piece of fiction and read it with Pick up a piece of fiction and read it with enjoyment and good comprehension of plot, enjoyment and good comprehension of plot, characters, and actioncharacters, and actionRead a science text and grasp the main ideas as Read a science text and grasp the main ideas as well as their connection to supporting detailswell as their connection to supporting details

Read a social studies text and learn new Read a social studies text and learn new vocabulary words as well as new conceptsvocabulary words as well as new concepts

Read text written at their grade level Read text written at their grade level with good comprehension and with good comprehension and fluencyfluencyExamples:Examples:

What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension

Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:

Accurate and fluent word reading skillsAccurate and fluent word reading skills

Oral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

Text Reader

Context

Comprehension

Text structure, vocabulary, print style and font, discourse, genre, motivating features

Word recognition, vocabulary, background knowledge, strategy use, inference-making abilities, motivation

Environment, purpose, social relations, cultural norms, motivating features (e.g. school/classroom climate, families, peers)

1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and fluentlyaccurately and fluently

2. Insufficient vocabulary and conceptual 2. Insufficient vocabulary and conceptual knowledge to support knowledge to support comprehensioncomprehension of of texttext

3. Absence or loss of initial motivation to 3. Absence or loss of initial motivation to read, or failure to develop a mature read, or failure to develop a mature appreciation of the rewards of reading.appreciation of the rewards of reading.

Three potential stumbling blocks Three potential stumbling blocks to becoming a good readerto becoming a good reader (NRC Report, (NRC Report, 1998)1998)

1. They have had less exposure to print and the 1. They have had less exposure to print and the alphabetalphabet

2. They are behind in the development of 2. They are behind in the development of phonemic sensitivityphonemic sensitivity

3. Their vocabulary us usually less well 3. Their vocabulary us usually less well developed – ½ size in poor childrendeveloped – ½ size in poor children

We know that poor, and minority children We know that poor, and minority children often come to school unprepared in these often come to school unprepared in these areas:areas:

5. They sometimes do not have good models of 5. They sometimes do not have good models of reading or support for academics in their reading or support for academics in their homeshomes

4. Their range of experience and conceptual 4. Their range of experience and conceptual knowledge is often limited or different knowledge is often limited or different compared to other studentscompared to other students

Relationship of “school challenge” to student performance

100

90

80

70

60

50

40

30

20

10

0

Level of School Challenge based on % of students qualifying for FR lunch

% o

f 1-3

Stu

dent

s Pe

rfor

min

g A

t Gra

de L

evel

at t

he E

nd o

f Yea

r1 2 3 4 5 6

Increasing ChallengeIncreasing Challenge

72

6158

53 51

66

Decreasing Performance

Decreasing Performance

0 1 2 3 4 5 6

Average % at GL

587 RF schools in Florida

The Adult Learning and Performance Gap 100

90

80

70

60

50

40

30

20

10

0

1 2 3 4 5 6

1 2 3 4 5 6

59

84

53

80

49

75

45

71

41

66

38

65

Low 15% schools

Top 15% Schools

Approx. 25%

1 6

Level of School Challenge based on % of students qualifying for FR lunch

% o

f 1-3

Stu

dent

s Pe

rfor

min

g A

t Gra

de L

evel

at t

he E

nd o

f Yea

r

1. Prevent the emergence of serious reading 1. Prevent the emergence of serious reading problems in grades K-3problems in grades K-3

2. Provide strong literacy instruction in grades 4-12 2. Provide strong literacy instruction in grades 4-12 to help all students acquire the increasingly to help all students acquire the increasingly sophisticated skills and knowledge required at sophisticated skills and knowledge required at each successive gradeeach successive grade

3. Provide special instructional supports and 3. Provide special instructional supports and interventions for students in grades 4-12 who interventions for students in grades 4-12 who learn more slowly or cannot read at grade levellearn more slowly or cannot read at grade level

In order to leave fewer children behind in In order to leave fewer children behind in reading, we must do better at three reading, we must do better at three educational tasks:educational tasks:

Improvements in reading at three AgesImprovements in reading at three Ages

No difference

Slight long term improvement -No recent difference

Recent improvement is largest in 30 years

Latest results from the National Assessment of Latest results from the National Assessment of Educational ProgressEducational Progress

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling reading growth to identify struggling readers. Use this data to improve school readers. Use this data to improve school level and instructional planninglevel and instructional planning

3. Provide more intensive interventions to help 3. Provide more intensive interventions to help struggling readers “catch up” to grade level struggling readers “catch up” to grade level standards in each grade K-3.standards in each grade K-3.

The prevention of reading difficultiesThe prevention of reading difficulties: : three areas we must become stronger three areas we must become stronger each yeareach year

1. Efforts to help increase the quality, 1. Efforts to help increase the quality, consistency, and consistency, and reachreach of instruction in of instruction in every K-3 classroomevery K-3 classroom

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful High Leadership Focus in Successful High Challenge SchoolsChallenge Schools

a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including strong professional development, including strong training in use of the core program to guide training in use of the core program to guide instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through principal walkthroughsinstruction through principal walkthroughs

Improving fidelity and consistency of classroom Improving fidelity and consistency of classroom instruction: Principal walkthroughsinstruction: Principal walkthroughs

Purposes of the walkthroughPurposes of the walkthrough

The purpose of a classroom visit is to help The purpose of a classroom visit is to help teachers improve their instruction and teachers improve their instruction and identify the best teaching practices in your identify the best teaching practices in your school. Observation visits reflect your school. Observation visits reflect your interest in instruction and in your staff's interest in instruction and in your staff's professional growth. professional growth. (Blase & Blase, 1998; (Blase & Blase, 1998; Scholastic, 2005)Scholastic, 2005)

Value of the principal’s walkthrough




Are teachers providing explicit, systematic, and Are teachers providing explicit, systematic, and motivating whole group instruction?motivating whole group instruction?

Is small group instruction differentiated Is small group instruction differentiated appropriately by student need?appropriately by student need?

Increasing the quality and power of Increasing the quality and power of teacher-led, small-group, differentiated teacher-led, small-group, differentiated instructioninstruction

Instruction should be differentiated to meet the Instruction should be differentiated to meet the needs of individual students in at least needs of individual students in at least fourfour waysways

Frequency and duration of meeting in small Frequency and duration of meeting in small groupsgroups – every day, three times per week, etc. – every day, three times per week, etc.Size of instructional groupSize of instructional group – 3 students, 6 – 3 students, 6 students, 8 students, etc.students, 8 students, etc.

Focus of instructionFocus of instruction – work in phonemic – work in phonemic awareness in phonics, work in fluency and awareness in phonics, work in fluency and comprehension, etc.comprehension, etc.Lesson formatLesson format – guided reading vs. skills – guided reading vs. skills focused lessonsfocused lessons

Download at:

http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf

Or, just go to the FCRR website (www.fcrr.org) and its listed on the home page under the new stuff





http://www.fcrr.org/

Four good, books for instructional Four good, books for instructional ideasideas

Bringing Words to Life:Robust Vocabulary Bringing Words to Life:Robust Vocabulary InstructionInstructionBeck, McKeown, & Kucan: Guilford (2002)Beck, McKeown, & Kucan: Guilford (2002)

Comprehension Process Instruction:Comprehension Process Instruction:Creating Success in Grades K-3Creating Success in Grades K-3Block, Rogers, & Johnson (2004)Block, Rogers, & Johnson (2004)

Making Sense of Phonics:The Hows and Making Sense of Phonics:The Hows and WhysWhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)

Vocabulary HandbookVocabulary HandbookConsortium on Reading Excellence(2006)Consortium on Reading Excellence(2006)




Are teachers providing explicit, systematic, and Are teachers providing explicit, systematic, and motivating whole group instruction?motivating whole group instruction?

Is small group instruction differentiated Is small group instruction differentiated appropriately by student need?appropriately by student need?

Are other students engaged in independent Are other students engaged in independent learning activities that are appropriate and learning activities that are appropriate and engagingengaging

Organization of a classroom during small Organization of a classroom during small group instructiongroup instruction

Classroom teacher and group of 4

Independent Learning Activity (4)


Resource teacher and group of 3

Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –


Are these students working productively on appropriate practice activities?

Effective independent student learning activities…Effective independent student learning activities…

A source for high quality independent A source for high quality independent student learning activitiesstudent learning activities

To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, and up to learning activities for K-1 classrooms, and up to 170 activities for students in grades grades 2-3, 170 activities for students in grades grades 2-3, go togo to

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

There is also a teacher resource manual providing directions There is also a teacher resource manual providing directions for classroom management during small group instruction, for classroom management during small group instruction, and approximately 70 minutes of video trainingand approximately 70 minutes of video training

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools2. Be sure school-level assessment plan is 2. Be sure school-level assessment plan is

working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom levelBeginning of the year screening testsBeginning of the year screening tests

Progress monitoring tests during the yearProgress monitoring tests during the year

Diagnostic testsDiagnostic tests

End-of-year outcome testsEnd-of-year outcome tests

http://www.centeroninstruction.org/files/K-3%20reading%20assessment.pdf

Guidance on how to establish a comprehensive assessment plan for grades K-3


working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom level

1. School level planning involves identifying 1. School level planning involves identifying needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications

Two important uses of student dataTwo important uses of student data

Budgeting for Success


working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom level

1. School level planning involves identifying 1. School level planning involves identifying needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications

Two important uses of student dataTwo important uses of student data

2. Provide leadership for the use of data to 2. Provide leadership for the use of data to make adjustments and increase power of make adjustments and increase power of instruction for those who need it –attend instruction for those who need it –attend important data meetingsimportant data meetings

Successful schools use data effectively

Making decisions and following up

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools3. Provide powerful interventions to students 3. Provide powerful interventions to students

who need them for as long as they need who need them for as long as they need themthemA. Developing a school schedule that allows A. Developing a school schedule that allows

sufficient time for interventionssufficient time for interventions

Schedule Video

Example of Staggered Reading Blocks with “Walk and Read”

Team Reading

Writing Math Science/SS

SpecialArea

Lunch

K 8:45-10:30

10:30-11:30

1:35-2:35

12:15-12:50

12:50-1:35

11:30-12:15

1 8:45-10:30

12-1 1-2 2-2:30 11:15-12 10:30-11:15

2 10:30-12:15

9:45-10:30

8:45-9:45

1:15-1:40 1:40-2:25

12:30-1:15

3 10:30-12:15

9:30-10:30

1-2 2-2:30 8:45-9:30

12:15-1

4 12:45-2:30

8:45-9:35 10:20-11:20

11:20-11:55

9:35-10:20

11:55-12:40

5 12:45-2:30

9:45-10:25

8:45-9:45

11:50-12:35

10:25-11:10

11:10-11:50

Organization of a classroom during small Organization of a classroom during small group instructiongroup instruction

Classroom teacher and group of 4



Resource teacher and group of 3

Something that might be helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –


Are these students working productively on appropriate practice activities?

One principal’s comments about scheduling interventions during the small-group time of the reading block

3) provided additional learning opportunities for the regular classroom teacher who is able to occasionally observe the intervention teacher working with a group of struggling readers

1) reduced student travel time to intervention classes2) increased coordination between the

regular classroom and intervention teacher

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools

A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions

B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction

C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instruction

Will need something for fluency Will need something for fluency growthgrowth

Will need something for early reading Will need something for early reading accuracy-phonicsaccuracy-phonics

Will also likely need a supplement for Will also likely need a supplement for vocabularyvocabulary

3. Provide powerful interventions to students 3. Provide powerful interventions to students who need them for as long as they need who need them for as long as they need themthem

Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools

A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions

B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction

C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instruction

D. Oversight, energy, follow-up – use data D. Oversight, energy, follow-up – use data meetings to ask about students, make meetings to ask about students, make decisions to increase support, etc.decisions to increase support, etc.

3. Provide powerful interventions to students 3. Provide powerful interventions to students who need them for as long as they need who need them for as long as they need themthem

http://www.centeroninstruction.org/files/Principals%20guide%20to%20intervention.pdf

Guidance on essential procedures for implementing effective interventions with young children

Obtain copy at:

http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf

Or,

Go to www.fcrr.org

Click on Interventions for struggling readers (in right column)

You will see the title of the document

Evidence from one school that we Evidence from one school that we cancan do substantially better than ever do substantially better than ever

beforebeforeSchool Characteristics:School Characteristics:

70% Free and Reduced Lunch (going up each 70% Free and Reduced Lunch (going up each year)year)

65% minority (mostly African-American)65% minority (mostly African-American)Elements of Curriculum Change:Elements of Curriculum Change:

Movement to a more balanced reading Movement to a more balanced reading curriculum beginning in 1994-1995 school year curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2, then (incomplete implementation) for K-2, then improved implementation in 1995-1996improved implementation in 1995-1996

Implementation in Fall of 1996 of screening and Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk more intensive small group instruction for at-risk studentsstudents

Proportion falling below the

25th percentile in word reading ability at the end of first grade

10

20

3031.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)

Hartsfield Elementary Progress over five years

Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

Proportion falling below the 25th

Percentile 10

20

30

Proportion falling below the 25th

Percentile 10

20

30

31.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7

14.5

9.05.4 2.4

1996 1997 1998 1999

Hartsfield Elementary Progress over five years

Hartsfield Elem. State Average

10

15

20

25

30

35

40Level 2Level 1

FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003

http://www.fcrr.org/TechnicalReports/Hartsfieldnew.pdf

Changes in percent of students with serious reading difficulties from end of first year to end of third year in 318 Reading First Schools

25

1815

23

1816

0

5

10

15

20

25

30

Kindergarten 1st Grade

2003-04 2004-05 2005-06

Changes in percent of students with serious reading difficulties from end of first year to end of third year in 318 Reading First Schools

23

1916

2725

19

0

5

10

15

20

25

30

2nd Grade 3rd Grade

2003-04 2004-05 2005-06

Changes in % identified as learning disabled across time in RF schools

Cohort 1 0304 0405 0506Kindergarten 2.1% 1.5% .4%

1st Grade 4.9% 3.5% 1.6%

2nd Grade 7.4% 5.9% 3.5%

3rd Grade 10.4% 8.8% 6.0%

What about the What about the challenges of challenges of

literacy literacy instruction in instruction in grades 4-12?grades 4-12?

Reading 4-12Reading 4-12

““Learning to read” continues after Learning to read” continues after grade 3grade 3

Extend “sight vocabulary” to unfamiliar words in Extend “sight vocabulary” to unfamiliar words in increasingly challenging text increasingly challenging text

100

110

120

130

Cor

rect

Wor

ds p

er M

inut

eC

orre

ct W

ords

per

Min

ute

140

150

6th Grade 7th Grade 8th Grade

F W S F W S F W S

Correct Words per Minute on Grade Level Text

160

18 WPM

22 WPM 23 WPM

Tindal, Hasbrouck, & Jones, 2005

Text difficulty Text difficulty increasesincreases

Text difficulty Text difficulty increasesincreases


Reading K-3 vs. 4-12Reading K-3 vs. 4-12


Learning meanings of thousands of new words – Learning meanings of thousands of new words – vocabulary expansionvocabulary expansion

Why Oral language experience is not Why Oral language experience is not enoughenough

Frequency of Word Use in Major Sources of Oral and Written Language (Hayes & Ahrens, 1988)

Rare Words per 1,000I. Printed texts II. Television texts

Newspapers 68.3 Adult shows22.7

Popular magazines 65.7 Children’s shows20.2

Adult books 52.7Children’s books 30.9 III. Adult speechPreschool books 16.3 College graduates

17.3talk with friends/spouses





Increasingly detailed knowledge of text structures Increasingly detailed knowledge of text structures and genresand genres

Expansion of content knowledge in many domainsExpansion of content knowledge in many domains

Thinking and reasoning skills increaseThinking and reasoning skills increase

Reading specific comprehension strategies become Reading specific comprehension strategies become more complexmore complex



Extend “sight vocabulary” to unfamiliar words in Extend “sight vocabulary” to unfamiliar words in increasingly challenging textincreasingly challenging text


Increasingly detailed knowledge of text structures Increasingly detailed knowledge of text structures and genresand genres

Expansion of content knowledge in many domainsExpansion of content knowledge in many domains

Thinking and reasoning skills increaseThinking and reasoning skills increase

Reading specific comprehension strategies become Reading specific comprehension strategies become more complexmore complex

“Ensuring adequate ongoing literacy development for all students in the middle and high school yearsis a more challenging task than ensuring excellent reading education in the primary grades, for tworeasons: first, secondary school literacy skills are more complex, more embedded in subject matters,and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school-based reading as kindergartners.”Biancarosa & Snow, (2005)

1. Improve overall levels of reading 1. Improve overall levels of reading proficiency for all students –more level proficiency for all students –more level 4 and level 5 readers4 and level 5 readers

Based on what we currently know, Based on what we currently know, efforts should focus on three goalsefforts should focus on three goals

2. Insure that students at “grade level” in 2. Insure that students at “grade level” in third grade are also at “grade level” in third grade are also at “grade level” in 1010thth grade grade

3. Accelerate development of students 3. Accelerate development of students “below grade level toward grade level “below grade level toward grade level standardsstandards

Adolescent literacy depends on Adolescent literacy depends on broad and deep broad and deep knowledgeknowledge and and high-level thinkinghigh-level thinking skills, as skills, as well as skills specific to readingwell as skills specific to reading

To accomplish goals #1 & 2, both To accomplish goals #1 & 2, both research and logic suggest that content research and logic suggest that content area teachers must bear the main area teachers must bear the main responsibilityresponsibility

Some reading strategies and approaches are Some reading strategies and approaches are specific to content and style in science, specific to content and style in science, mathematics, history, etc.mathematics, history, etc.

Students spend most of their time during the Students spend most of their time during the school day with content area teachersschool day with content area teachers

Current research provides support for Current research provides support for five five areas of improvement/change by content areas of improvement/change by content area teachers to enhance literacy.area teachers to enhance literacy.

1. More explicit instruction and guided practice 1. More explicit instruction and guided practice in the use of reading comprehension in the use of reading comprehension strategiesstrategies

5 Areas of Improvement 5 Areas of Improvement

2. Increasing the amount of open, sustained 2. Increasing the amount of open, sustained discussion of content and ideas from text.discussion of content and ideas from text.

3. Maintaining high standards for the level of 3. Maintaining high standards for the level of conversation, questions, vocabulary, that are used conversation, questions, vocabulary, that are used in discussions and in assignmentsin discussions and in assignments

4. Adopting instructional methods that increase student engagement with text and motivation for reading

5. More powerful teaching of content and use of methods that allow all to learn critical content

1. We must work to 1. We must work to preventprevent the loss of “grade the loss of “grade level readers after grade 3. level readers after grade 3.

To accomplish goal #3, both To accomplish goal #3, both research and logic suggest:research and logic suggest:

2. We must find a way to deliver 2. We must find a way to deliver more more intensiveintensive, more , more powerful instructionpowerful instruction to to students reading below grade level, because students reading below grade level, because they must they must accelerateaccelerate in their development. in their development.

Primary Characteristics of Struggling Primary Characteristics of Struggling Readers in Middle and High SchoolReaders in Middle and High School

They are almost always less fluent readers—They are almost always less fluent readers—sight word vocabularies many thousands of sight word vocabularies many thousands of words smaller than average readerswords smaller than average readers

Usually know the meanings of fewer wordsUsually know the meanings of fewer words

Usually have less conceptual knowledgeUsually have less conceptual knowledge

Are almost always less skilled in using Are almost always less skilled in using strategies to enhance comprehension or strategies to enhance comprehension or repair it when it breaks downrepair it when it breaks down

Will typically not enjoy reading or choose to Will typically not enjoy reading or choose to read for pleasureread for pleasure

As an initial approximation, there are As an initial approximation, there are two broadly different groups of two broadly different groups of struggling readers for us to be struggling readers for us to be concerned aboutconcerned aboutStudents who are still struggling significantly Students who are still struggling significantly with initial word reading skills (say, below with initial word reading skills (say, below the 3-4the 3-4thth grade level) grade level)

What proportion of struggling readers is What proportion of struggling readers is this?this?Reading NextReading Next estimates estimates

10%10%A recent study from University of Kansas A recent study from University of Kansas found approximately 65% of Urban found approximately 65% of Urban struggling readers had difficulties in this struggling readers had difficulties in this areaarea

As an initial approximation, there are As an initial approximation, there are two broadly different groups of two broadly different groups of struggling readers for us to be struggling readers for us to be concerned aboutconcerned aboutStudents who are still struggling significantly Students who are still struggling significantly with initial word reading skills (say, below with initial word reading skills (say, below the 3the 3rdrd grade level) grade level)

Students who have “adequate” word level Students who have “adequate” word level skills (though not fully fluent), but struggle skills (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, with vocabulary, knowledge, reasoning, comprehension strategies, and motivationcomprehension strategies, and motivation

Findings from a recent review of Findings from a recent review of interventions for older struggling readers interventions for older struggling readers led to important conclusions:led to important conclusions:

Schools need the capacity to provide high quality Schools need the capacity to provide high quality instruction in both word level and comprehension skills in instruction in both word level and comprehension skills in order to meet the diverse needs of students who continue order to meet the diverse needs of students who continue to struggle in reading in late elementary, middle and high to struggle in reading in late elementary, middle and high schoolschool

Successful interventions must be delivered with skill

Successful interventions require an increase in instructional intensity – increased time and reduced class size

Interventions should be provided on a continuum of intensity-depending on student need

Findings from a recent review of Findings from a recent review of interventions for older struggling readers interventions for older struggling readers led to important conclusions:led to important conclusions:

There are significant overlaps between the There are significant overlaps between the instruction required for struggling readers and that instruction required for struggling readers and that required for grade-level readers in content area required for grade-level readers in content area classrooms. Instructional elements should be classrooms. Instructional elements should be coordinated between intervention and content coordinated between intervention and content classrooms classrooms

Reading strategies taught in intervention classes should be reinforced and amplified in content classes

Summarization, question generation, visualization, use of background knowledge, etc.

Conclusion:

The goal we are pursuing is very challenging:

It will require:More effective school leadershipConsistent, high quality professional development for teachersMore effective instruction by every teacher

More focused allocation of school resources, and perhaps more resources in the end

A reason for working toward A reason for working toward continuous improvement….continuous improvement….

And the rewards are great when we And the rewards are great when we succeed…succeed…

Thank Thank YouYou

Documents

Leaving Fewer Children Behind in Reading: Requirements at the Classroom and School level Dr. Joseph K. Torgesen Florida Center for Reading Research Bureau