RESEARCH-BASED READING STRATEGIES Strategies for Effective Instruction © 2008 Michael S. VanHook

RESEARCH-BASED RESEARCH-BASED READING READING

STRATEGIESSTRATEGIES

Strategies for Effective InstructionStrategies for Effective Instruction

© 2008 Michael S. VanHook© 2008 Michael S. VanHook

LITERACY RESEARCHLITERACY RESEARCH

A review of the research shows aA review of the research shows a

““resounding agreement resounding agreement across research communities across research communities about what is effective and about what is effective and what needs to be done. The what needs to be done. The fact remains, however, that fact remains, however, that not much has changed in the not much has changed in the past decade in terms of past decade in terms of typical classroom practice.”typical classroom practice.”

--Adolescents and Literacy: Reading for the 21--Adolescents and Literacy: Reading for the 21stst Century Century, ,

Alliance for Excellent Education (2002)Alliance for Excellent Education (2002)(Meltzer)(Meltzer)

LITERACY & INTERVENTIONLITERACY & INTERVENTION

““Research shows . . . That students Research shows . . . That students who receive intensive, focused who receive intensive, focused literacy instruction and tutoring will literacy instruction and tutoring will graduate from high school and graduate from high school and attend college in significantly attend college in significantly greater numbers than those not greater numbers than those not receiving such attention. Despite receiving such attention. Despite these findings, few middle or high these findings, few middle or high schools have a comprehensive schools have a comprehensive approach to teaching literacy across approach to teaching literacy across curriculum.”curriculum.”


Alliance for Excellent EducationAlliance for Excellent Education

LITERACY & INTERVENTIONLITERACY & INTERVENTION

Students in reading strategy groups:Students in reading strategy groups: 62% of the studies reported a 62% of the studies reported a

significant facilitative effectssignificant facilitative effects 12% reported mixed results 12% reported mixed results

* * Key Factor- Key Factor- teacher’s ability levelteacher’s ability level


Alliance for Excellent EducationAlliance for Excellent Education

(Alvermann & Moore)(Alvermann & Moore)

FIVE ESSENTIAL COMPONENTSFIVE ESSENTIAL COMPONENTS

1.1. Phonemic Awareness Phonemic Awareness (Alphabetic Principle)(Alphabetic Principle)

2.2. PhonicsPhonics3.3. FluencyFluency4.4. VocabularyVocabulary5.5. ComprehensionComprehension

National Reading PanelNational Reading Panel

1. PHONEMIC AWARENESS1. PHONEMIC AWARENESS

The ability to hear, identify, and manipulate The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken individual sounds (phonemes) in spoken words.words.

It is important because it improves the It is important because it improves the student’s reading, reading comprehension, student’s reading, reading comprehension, and helps students learn to spell.and helps students learn to spell.

Decoding skillsDecoding skills

1.1. PHONEMIC AWARENESS PHONEMIC AWARENESS FINDINGSFINDINGS

1 out of 10 adolescents have serious word 1 out of 10 adolescents have serious word identification difficultiesidentification difficulties

Compounded by adolescents abandoning Compounded by adolescents abandoning the reading process and guessingthe reading process and guessing

Not effective instruction for: Not effective instruction for: Low achievers in grades 2-6Low achievers in grades 2-6 Spelling of students with disabilitiesSpelling of students with disabilities Math test performanceMath test performance


1.1. PHONEMIC AWARENESS PHONEMIC AWARENESS INSTRUCTIONAL RECOMMENDATIONSINSTRUCTIONAL RECOMMENDATIONS

a.a. Systematic, explicit, direct instructionSystematic, explicit, direct instructionb.b. High-frequency sound-spelling High-frequency sound-spelling

relationships and wordsrelationships and wordsc.c. Reflective instructionReflective instructiond.d. Frequent practice of identifying words in Frequent practice of identifying words in

contextcontexte.e. Connections Connections


2. PHONETICS2. PHONETICS

The relationship between the letters, The relationship between the letters, (graphemes) of written language, and the (graphemes) of written language, and the individual sounds (phonemes) of spoken individual sounds (phonemes) of spoken language.language.

It is important because it leads to an It is important because it leads to an understanding of the alphabetic principle—the understanding of the alphabetic principle—the predictable relationship between written letters predictable relationship between written letters and spoken sounds.and spoken sounds.

2. PHONETICS 2. PHONETICS FINDINGSFINDINGS

Benefits:Benefits: Significant for kindergarten through grade 6 Significant for kindergarten through grade 6 Significant for struggling & disabled readersSignificant for struggling & disabled readers Decoding & oral reading of older readersDecoding & oral reading of older readers

Little Impact:Little Impact: ComprehensionComprehension SpellingSpelling


2. PHONETICS 2. PHONETICS INSTRUCTIONAL RECOMMENDATIONSINSTRUCTIONAL RECOMMENDATIONS

SystematicSystematic Encourage the unique contributions of Encourage the unique contributions of

teachersteachers Adapt to individual student needsAdapt to individual student needs


3. FLUENCY3. FLUENCY

The ability to read a text accurately, The ability to read a text accurately, quickly, and with expression.quickly, and with expression.

It is important because it frees a student to It is important because it frees a student to understand what they read.understand what they read.

3. FLUENCY3. FLUENCYFINDINGSFINDINGS

Results of guided oral reading instruction:Results of guided oral reading instruction:

Significant & positive impact on:Significant & positive impact on:• Word recognitionWord recognition• FluencyFluency• Comprehension Comprehension


3. FLUENCY3. FLUENCYFINDINGSFINDINGS

Results of independent silent reading:Results of independent silent reading:

a.a. Correlational studiesCorrelational studies—the more —the more students read vocabulary, fluency, and students read vocabulary, fluency, and comprehension improves.comprehension improves.

b.b. Causational studiesCausational studies—no available data —no available data to support improvement in reading skills to support improvement in reading skills (especially as the only type of instruction)(especially as the only type of instruction)


3. FLUENCY 3. FLUENCY FINDINGSFINDINGS

Practice of repeated readings:Practice of repeated readings: Students read and reread an easy Students read and reread an easy

passage until they are fluent passage until they are fluent Given progressively more difficult Given progressively more difficult

passagespassages

Results:Results: Positive gains in reading abilityPositive gains in reading ability


4. VOCABULARY4. VOCABULARY

The words we must know to communicate The words we must know to communicate effectively.effectively.

It is important because beginning readers It is important because beginning readers use their oral vocabulary to make sense of use their oral vocabulary to make sense of the words.the words.

It is important because readers must know It is important because readers must know what most of the words mean before they what most of the words mean before they can understand what they are reading.can understand what they are reading.

4. VOCABULARY 4. VOCABULARY FINDINGSFINDINGS

a.a. Good readers (grades 3-9) read 1 million Good readers (grades 3-9) read 1 million words per year words per year

b.b. Reading ability & vocabulary size are related Reading ability & vocabulary size are related but it has not been demonstrated that but it has not been demonstrated that increasing vocabulary increases reading abilityincreasing vocabulary increases reading ability

c.c. Some instruction can lead to gains in Some instruction can lead to gains in comprehension, if instruction is age comprehension, if instruction is age appropriateappropriate

d.d. Computers have proven to be more effective Computers have proven to be more effective than traditional instructionthan traditional instruction

4. VOCABULARY 4. VOCABULARY FINDINGSFINDINGS

Types of Effective Instruction:Types of Effective Instruction:

Direct & indirect/incidental instructionDirect & indirect/incidental instruction Learning from context & categoriesLearning from context & categories Repetition & support are essentialRepetition & support are essential Multiple instruction methodsMultiple instruction methods Restructure tasks—simply defining Restructure tasks—simply defining

words is not effectivewords is not effectiveNational Reading PanelNational Reading Panel

5. COMPREHENSION5. COMPREHENSION

The active process of constructing The active process of constructing meaning from the text.meaning from the text.

It is important because it is the It is important because it is the reason for reading.reason for reading.

5. COMPREHENSION5. COMPREHENSION

Why do most older readers struggle?Why do most older readers struggle?

The problem is not illiteracy The problem is not illiteracy ““Very few older struggling readers need help to Very few older struggling readers need help to read the words on a pageread the words on a page(only 10% struggle with decoding)(only 10% struggle with decoding)

The most common problem is that The most common problem is that they are not able to comprehend they are not able to comprehend what they readwhat they read.”.”

COMPREHENSION STRUGGLESCOMPREHENSION STRUGGLES

Why do others struggle?Why do others struggle?

Some do not read words with Some do not read words with enough enough fluencyfluency to facilitate to facilitate comprehension.comprehension.


Some struggle to apply comprehension strategies Some struggle to apply comprehension strategies because they have practiced with a:because they have practiced with a:

Limited range of texts Limited range of texts Limited circumstances Limited circumstances

((unable to apply to all subjectsunable to apply to all subjects))


Others can read accurately and quickly enough Others can read accurately and quickly enough

for comprehension to take placefor comprehension to take place

They They lack the strategieslack the strategies to help to help them comprehend what they them comprehend what they read.read.

COMPREHENSIONCOMPREHENSION

Explicit & formal instruction of comprehension strategies has:Explicit & formal instruction of comprehension strategies has:

Proven to be highly effective in Proven to be highly effective in enhancing understandingenhancing understanding

Combination of strategies is most Combination of strategies is most effectiveeffective

Improved standardized test scoresImproved standardized test scores


COMPREHENSIONCOMPREHENSION

Some effective types of instruction:Some effective types of instruction:

Comprehension monitoringComprehension monitoring Cooperative learningCooperative learning Graphic organizersGraphic organizers Question answeringQuestion answering Question generationQuestion generation Story structureStory structure SummarizationSummarization

READING STRATEGIESREADING STRATEGIES

A Report to the Carnegie Corporation

READING NEXTA Vision for Action and Research in

Middle and High School Literacy© 2004

READING NEXT Instructional Elements

1. Direct explicit comprehension instruction2. Effective instructional principles embedded in

content3. Motivated and self directed learning4. Text-based collaborative learning5. Strategic tutoring6. Diverse texts7. Intensive writing8. A technology component9. On-going formative assessment

READING NEXT Infrastructional Elements

10. Extended time for literacy11. Professional development12. Ongoing summative assessment of

students and programs13. Teacher teams14. Leadership15. A comprehensive & coordinated

literacy program

1. Direct explicit comprehension instruction

Strategies proficient readers use:

• Comprehension strategies instruction• Comprehension monitoring and

metacognition instruction• Teacher modeling• Scaffolded instruction• Apprenticeship models

2. Effective instructional principles embedded in content

• Language Arts teachers—instruction & practice

• Subject-area teachers—reinforcement instruction

3. Motivated and self directed learning

Build student choices into the school day to Build student choices into the school day to reawaken student engagement:reawaken student engagement:

• Independent reading• Research options• Promote relevancy

4. Text-based collaborative learning

• Interaction around a text or texts• Meaning is negotiated through a

group process• Requires instruction on the use

of time & roles

5. Strategic tutoring

Intense, individualized instruction:Intense, individualized instruction:

• To acquire critical curriculum knowledge

• Learning strategies—“how to learn”

• Goal—empower adolescents to complete tasks independently

6. 6. Diverse texts

Wide variety of topics at a variety of Wide variety of topics at a variety of reading levels reading levels

• High-interest/low-readability: Below the student’s

frustration level Self-selected

7. Intensive writing

Benefits:Benefits:• Improves reading comprehension• Develops critical thinking• Reinforces reading skills beyond school

For effectiveness:For effectiveness:• Traditional instruction is not effective• Instruction in sentence combining, summarization,

& writing strategies• Clear objectives & expectations• Exercising high levels of reasoning

8. A technology component

The Role of Technology:The Role of Technology:• Facilitator of Literacy• Medium of LiteracyUses:Uses:• Instructional Tool—provides support to

struggling readers• Instructional Topic—responding to the

skills necessary for a modern society

9. On-going Formative Assessment

• Informal vs. Formal• Frequent—often daily• Computer—charted for inspection• Informative—used to adjust instruction

10. Extended time for literacy

• 2 - 4 hours a day—literacy practice & instruction

• Subject areas —text-centered; instructional principles (reading & writing specific)

11. Professional development

• Ongoing, long-term• Systematic• Team-oriented approach

12. Ongoing summative assessment of students and programs

• Formal• Requires substantial coordination• Continuous progress monitoring• Program evaluation

13. Teacher teams

• Interdisciplinary• Regular meetings to align instruction• Consistency in instruction across

subject areas —comprehensive, coordinated literacy program

14. Leadership

• Principal—assumes the role of instructional leader & visionary

• Teachers—spearhead curricular improvements & success of the reforms

15. A comprehensive & coordinated literacy program

• Librarians• Reading specialists• Literacy coaches• Resource room teachers• Collaborations —local community &

out-of-school organizations

An Optimal Mix

In the medical profession, treatment is tailored to an individual patient’s needs; at times, more than one intervention is needed to effectively treat a patient.

Similarly, educators need to test mixes of intervention elements to find the ones that work best for students with different needs.

What is the OPTIMAL MIX?

Professional Development Ongoing formative assessment of

students Ongoing summative assessment

of students and programs

ADDITIONAL FACTORSADDITIONAL FACTORS

MotivationMotivation If students are If students are not motivatednot motivated to read, research to read, research

shows that they will shows that they will not benefitnot benefit from reading from reading instruction. “Motivation was the clearest instruction. “Motivation was the clearest determiner of successful students.”determiner of successful students.”

Resources• Biancarosa & Snow (2006). Reading next—A vision for action and research in middle

and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellence in Education.

• Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellence in Education.

• Larson, Kim (2005). Rand summary: A research Agenda for improving Reading comprehension. Washington DC: U.S. Department of Education Office of Educational Research and Improvement (OERI)>

• Teaching children to read: An evidence-based assessment of scientific Research literature on reading and its implications for reading instruction. National Reading Panel.

Documents

RESEARCH-BASED READING STRATEGIES Strategies for Effective Instruction © 2008 Michael S. VanHook