Reading Resuscitation:Reaching Struggling Adolescent Readers

Presented by: Lisa Paluzzi

Day One Day Two

Welcome and Introductions

Struggling Readers:

Who are they?

What Do They Need?

Five Components of Reading

The Balanced Reading

Program

Matching Texts to Readers

Reading Assessment

Running Records and Miscue

Analysis

Navigating Through the

Resources

® Questions/Discussion

Day 1 Agenda

•Welcome and Introductions•Struggling Readers:• Who are they?

•What do they need? •Five Components of Reading

8:30-10:00am

12:00-1:00 pm

10:15- 11:30 pm

•The Balanced Reading Program

Break 10:00-10:15

Lunch 11:30-12:00

Please introduce yourself by sharing:

• Your name,

• Where and what you teach,

• Your experience working with struggling readers,

• What you hope to take away from this workshop.

Introductions

Adolescents entering the adult world in the 21st century will read and write more than any other time in human history.

-Adolescent Literacy -A position statement, International Reading Association, 1999

• In order to read, we must translate visual symbols into words, and

words into meaning. For many students, reading skills are developed

successfully and with relative ease. However, at least ten million

children in the United States are affected by reading problems. For as

many as four in ten children, learning to read is a difficult task; and one

in five have significant reading difficulties. Clearly, the need for

understanding and improved management is great. Unfortunately,

children with poor reading abilities do not just outgrow their

limitations. Reading difficulties represent a persistent dilemma.

• http://www.allkindsofminds.org/mastering-the-challenges-of-reading

•Reading … is one of the most complex tasks we undertake.

• have a learning disability such as dyslexia• have entered school with very poor preparation for learning to

read• not have valued literacy• have attended school sporadically• have generally low learning ability

and • have received insufficiently powerful instruction— • gotten off to a very poor start and never recovered

From Sharon Vaughn “Struggling Secondary Readers”, University of Texas at Austin

Causes of Poor Reading

The Struggling Adolescent Reader

Consider:

• 80% of the brain developed by teen years• Adolescent egocentrism• Processing differences according to

gender • Have learned to hide their inability• Inappropriate behaviour and strong

dislike for anything ‘literacy’

Of the 43.3% of students

identified with a learning

disability, 80-90 % have

difficulties in reading.

•Ministry ExceptionalitiesExceptionality %Learning Disability 43.3

Mild Intellectual DisabilityGiftedness

12.810

BehaviorLanguage ImpairmentDevelopmental DisabilityMultiple ExceptionalitiesAutism

6.95.95.25.14.1

Physical Disability 1.6Deaf and Hard of HearingBlind and Low VisionSpeech Impairment

1.20.40.3

Break Time10:00-10:15

•Can they be ‘rescued’?

The Needs of the Struggling Reader

A teacher who… Creates an

environment conducive to learning, one of trust and mutual respect.

Teaches the individual.

Encourages risk- taking.

Really listens to students.

Facilitates.

Recognizes that they are learners as well .

Helps students see the value of literacy in their lives.

Capitalizes on student’s interest.

• 1. Phonological Awareness

• 2. Phonemic Awareness

• 3. Fluency

• 4. Vocabulary

• 5. Comprehension

The Big 5

Phonics is the relationship between a specific letter and its sound, only as it relates to the written word.

Phonological awareness is the knowledge that there are patterns within words that can aid in both reading and writing. For example, those who have good phonological awareness can use rhyme, beginning and ending sounds, specific phonemes, etc. to read and write words.

Failure to master phonics is the number one reason that children have difficulty learning to read.

Phonological Awareness

Phonemic awareness is the ability to hear, identify and manipulate individual sounds (phonemes) in spoken words.

Phonemic awareness is more than recognizing sounds. It also includes the ability to hold on to those sounds, blend them successfully into words, and take them apart again.

Phonemic Awareness

Fluency is the ability to read text accurately and smoothly. When fluent readers read aloud, their expression, intonation, and pacing sound natural — much like speaking.

Fluency

The term vocabulary refers to words we need to know to communicate with others.

Vocabulary is important in word recognition and comprehension.

Vocabulary

Text comprehension is the interaction that happens between reader and text. More than merely decoding words on a page, comprehension is the intentional thinking process that

occurs as we read. Comprehension involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood.

Comprehension is the final goal of reading instruction.

Comprehension

Lunch Time 11:30-12:00

Beware the prepackaged program

A Balanced Reading Program

Read Aloud Shared Reading

Guided Reading

Independent Reading Word Study

Reading to, Reading with, Reading by students

Program Components

Shared Reading

•Poetry•Chants•Reader’s theatre

Word Study

•Games•Sight words•Word wall•Phonics•Pre taught vocabulary

Independent Reading

•Traditional and non-traditional resources welcomed•Student and teacher selected material•Opportunity to practice strategies•Reader response log connects reading, writing, thinking

Guided Reading

•Material selected based on student’s reading level and interest•Small, fluid groups based on need•Student’s guided through the text

Read Aloud

•Occurs daily•Traditional and non-traditional material•Materials selected based on student interest•Teacher may use think aloud, model strategy use, demonstrate fluency•Engaging•Can occur simply for enjoyment-no questions asked

Explicit Instruction in Fix-up Strategies What can you do when you get to a word you don’t know?

Look for clues such as pictures or special text features.

Skip the word and then go back.

Get your mouth ready to make the first sound.

Stretch it out. Spell it out.

Look for chunks. Can you see a smaller word hidden inside?

Take a guess.

Reread and think, ‘Does it look right? Does it sound right? Does it make sense?

Ask someone.

Explicit Instruction in Comprehension

Before Reading

• Set a purpose

• Predict• Preview the

text• Activate

prior knowledge

• Ask questions

During Reading

• Chunk text• Visualize• Think• Ask

questions• Reread• Summarize

After Reading

• Discuss• Relate,

Retell, Reflect

• Extend• Make

connections

Text

to T

ext

Text

to S

elf

Text

to W

orld

Making Connections

What does this remind me of in my life? What is this similar to in my life? How is this different from my life? Has something like this ever happened to me?How does this relate to my life?What were my feelings when I read this?

What does this remind me of in another texts I’ve read/viewed? How is this text similar to other things I’ve read/viewed? How is this different from other books I’ve read/viewed?Have I read/seen something like this before?

What does this remind me of in the real world?How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How does that part relate to the world around me?

Questions?End of Session 1

Reading Resuscitation:Reaching Struggling Adolescent Readers

Presented by: Lisa Paluzzi

Day 2 Agenda

•Revisit The Big 5 and the Balanced Reading Program•Reading Assessment•Matching Texts to Readers

8:30-10:00am

12:00-1:00 pm

10:15- 11:30 pm

Lunch 11:30-12:00

•Questions/Discussion/Evaluation•Door Prizes

Break 10:00-10:15

•Running Records and Miscue Analysis

•An idea you will share with your colleagues

ConsolidationIn smalls groups, discuss the following based on yesterday’s workshop:

•Something that squared with your thinking

•Something that is still rolling around in your mind

• 1. Phonological Awareness

• 2. Phonemic Awareness

• 3. Fluency

• 4. Vocabulary

• 5. Comprehension

The Big 5

Program Components

Shared Reading

•Poetry•Chants•Reader’s theatre

Word Study

•Games•Sight words•Word wall•Phonics•Pre taught vocabulary

Independent Reading

•Traditional and non-traditional resources welcomed•Student and teacher selected material•Opportunity to practice strategies•Reader response log connects reading, writing, thinking

Guided Reading

•Material selected based on student’s reading level and interest•Small, fluid groups based on need•Student’s guided through the text

Read Aloud

•Occurs daily•Traditional and non-traditional material•Materials selected based on student interest•Teacher may use think aloud, model strategy use, demonstrate fluency•Engaging•Can occur simply for enjoyment-no questions asked

Teach them where they are

“…assigning them inaccessible material they can’t read is a waste of

time.”

-Tovani, 2000

Students need guided reading practise with texts at their instructional reading level. 90-94% Accuracy

Instructional level texts are not too hard, not too easy but just right for stretching student thinking.

The teacher guides students so that they may work through the text, employing reading strategies in the meaning-making process.

Reading scores generally refer to a student’s instructional reading level.

Matching Texts to Readers

A Running Record (or modified miscue analysis) is when a student reads out loud and the teacher records every error made on a duplicate copy of the text. It is an important assessment tool for several reasons:

1. It allows the teacher to identify an appropriate reading level for the student.

2. It reveals how well a student is self-monitoring their reading.

3. It identifies which reading strategies a student is/is not using.

Running Records allow teachers to run an assessment-driven, differentiated program that targets the specific needs of their students.

Running Records and Modified Miscue Analysis

Reading Assessment

10:00-10:15Break Time

“A man’s errors are his portals of discovery.”- James Joyce

Running Records Learning Module @ http://www.eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L=1

The Three Reading Cue Systems

Meaning

Does it make sense?•Prior knowledge•Story sense•Text•Illustrations

Visual

Does it look right?•Sounds and symbols•Print conventions (beginnings/endings, punctuation)

Structure

Does it sound right?•Natural language•Knowledge of English•Grammatical patterns and language structures

Lunch Time12:00-12:30

Navigating the Resources

Wrap-up