Two Years of Data from Two Years of Data from Reading First: What we have Reading First: What we have Achieved and What Remains Achieved and What Remains

to be Doneto be Done

Joseph TorgesenJoseph Torgesen

Florida Center for Reading ResearchFlorida Center for Reading Research

Coaches Conference, Orlando, 2005Coaches Conference, Orlando, 2005

A positive outcome nationally….A positive outcome nationally….

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

The ultimate goal of our work within the The ultimate goal of our work within the Reading First Initiative is to :Reading First Initiative is to :

Make consistent improvements every Make consistent improvements every year in the percent of students year in the percent of students meeting grade level standards in meeting grade level standards in reading in grades K-3 reading in grades K-3 State level goals for % of students at grade State level goals for % of students at grade levellevel

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 66

KindergartenKindergarten 55% 60% 65% 70% 55% 60% 65% 70% 75% 80% 75% 80% 11stst Grade Grade 50% 55% 65% 70% 50% 55% 65% 70% 75% 80% 75% 80% 22ndnd Grade 45% 50% 60% 70% 75% Grade 45% 50% 60% 70% 75% 80% 80% 33rdrd Grade 40% 45% 55% 65% 75% Grade 40% 45% 55% 65% 75% 80% 80%

The ultimate goal of our work within the The ultimate goal of our work within the Reading First Initiative is to :Reading First Initiative is to :

Make consistent improvements every Make consistent improvements every year in the percent of students year in the percent of students meeting grade level standards in meeting grade level standards in reading in grades K-3 reading in grades K-3 State level goals for % of students at grade State level goals for % of students at grade levellevel

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 66

KindergartenKindergarten 55% 60% 65% 70% 55% 60% 65% 70% 75% 80% 75% 80% 11stst Grade Grade 50% 55% 65% 70% 50% 55% 65% 70% 75% 80% 75% 80% 22ndnd Grade 45% 50% 60% 70% 75% Grade 45% 50% 60% 70% 75% 80% 80% 33rdrd Grade 40% 45% 55% 65% 75% Grade 40% 45% 55% 65% 75% 80% 80%

The ultimate goal of our work within the The ultimate goal of our work within the Reading First Initiative is to :Reading First Initiative is to :

Make consistent improvements every Make consistent improvements every year in the percent of students year in the percent of students meeting grade level standards in meeting grade level standards in reading in grades K-3 reading in grades K-3 State level goals for % of students at grade State level goals for % of students at grade levellevel

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 66

KindergartenKindergarten 55% 60% 65% 70% 55% 60% 65% 70% 75% 80% 75% 80% 11stst Grade Grade 50% 55% 65% 70% 50% 55% 65% 70% 75% 80% 75% 80% 22ndnd Grade 45% 50% 60% 70% 75% Grade 45% 50% 60% 70% 75% 80% 80% 33rdrd Grade 40% 45% 55% 65% 75% Grade 40% 45% 55% 65% 75% 80% 80%

0

10

20

30

40

50

60

70

80

K 1 2 3

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

5555

6666

4040

5252

3838

48484242 3939

% of students at “grade level” at Assessment 4 on DIBELS% of students at “grade level” at Assessment 4 on DIBELS

0

10

20

30

40

50

60

70

80

LNF PSF NWF

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

5353

6363

52525858 5959

6767

% of Kindergarten students at “grade level” at % of Kindergarten students at “grade level” at Assessment 4 on DIBELS measuresAssessment 4 on DIBELS measures

0

10

20

30

40

50

60

70

80

90

PSF NWF ORF

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

8185

55556262

5252 5252

% of 1% of 1stst grade students at “grade level” at grade students at “grade level” at Assessment 4 on DIBELS measuresAssessment 4 on DIBELS measures

0

10

20

30

40

50

60

70

80

90

NWF ORF

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

71718080

3838

4848

% of 1% of 1stst grade students at “grade level” at grade students at “grade level” at Assessment 4 on DIBELS measuresAssessment 4 on DIBELS measures

0

10

20

30

40

50

60

70

80

K 1 2 3

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

2929

39393434

42423737

4747

3838

4747

% of students above the 40% of students above the 40thth percentile on the PPVT percentile on the PPVT

0

10

20

30

40

50

60

70

80

%FR Lunch % Minority %ELL

year 1year 2

Could differences in scores from year to year have been Could differences in scores from year to year have been influenced by changes in student demographics?influenced by changes in student demographics?

7575 7373

6161 6161

13131616

Student Demographics for Kindergarten in 318 RF schoolsStudent Demographics for Kindergarten in 318 RF schools

0

10

20

30

40

50

60

70

80

%FR Lunch % Minority %ELL

year 1year 2

Could differences in scores from year to year have been Could differences in scores from year to year have been influenced by changes in student demographics?influenced by changes in student demographics?

7474 7575

5959 6161

1212 1414

Student Demographics for First Grade in 318 RF schoolsStudent Demographics for First Grade in 318 RF schools

0

10

20

30

40

50

60

70

80

%FR Lunch % Minority %ELL

year 1year 2

Could differences in scores from year to year have been Could differences in scores from year to year have been influenced by changes in student demographics?influenced by changes in student demographics?

7373 7373

5959 6060

1111 1212

Student Demographics for Second Grade in 318 RF schoolsStudent Demographics for Second Grade in 318 RF schools

0

10

20

30

40

50

60

70

80

%FR Lunch % Minority %ELL

year 1year 2

Could differences in scores from year to year have been Could differences in scores from year to year have been influenced by changes in student demographics?influenced by changes in student demographics?

7474 7474

5959 6060

1010 1111

Student Demographics for 3Student Demographics for 3rdrd Grade in 318 RF schools Grade in 318 RF schools

0

10

20

30

40

50

60

70

80

2 3

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

5252 5454 5252 5454

% of students above the 40% of students above the 40thth percentile the GM Reading Voc. percentile the GM Reading Voc.

0

10

20

30

40

50

60

70

80

K 1 2 3

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

5555

6767

58585555 5555 5858 5757 5959

Percent of students at “grade level” on state designated Percent of students at “grade level” on state designated outcome measuresoutcome measures

6565 65656060

5555

0

10

20

30

40

50

60

70

80

Level 1 Level 3>

Before RFyear 1year 2

Percent of students “failing” the FCAT and percent at Percent of students “failing” the FCAT and percent at grade level or abovegrade level or above

30302727 2525

52525757 5959

6767

2020

65656363

22222323

Summary of what we’ve learned so farSummary of what we’ve learned so far

1. Students have made substantial gains on DIBELS 1. Students have made substantial gains on DIBELS measures in every grade except thirdmeasures in every grade except third

2. Students consistently improved their scores by 2. Students consistently improved their scores by relatively large amount on the PPVT, but relatively large amount on the PPVT, but improvement on the GMRT was smaller, although improvement on the GMRT was smaller, although consistent in both grades 2 and 3consistent in both grades 2 and 3

3. Improvement on the most important outcome 3. Improvement on the most important outcome measure – reading comprehension, in grades 1-3 measure – reading comprehension, in grades 1-3 was mixed. 1was mixed. 1stst grade students declined, and second grade students declined, and second and third graders improved. and third graders improved.

4. Outcome goals were met at every grade level. 4. Outcome goals were met at every grade level. However, at the current pace, we will not meet our However, at the current pace, we will not meet our outcome goals in 1outcome goals in 1stst grade next year— grade next year— our over all our over all rate of improvement is not sufficient to meet our rate of improvement is not sufficient to meet our long term goalslong term goals..

The ultimate goal of our work within the The ultimate goal of our work within the Reading First Initiative is to :Reading First Initiative is to :

Make consistent improvements every Make consistent improvements every year in the percent of students year in the percent of students meeting grade level standards in meeting grade level standards in reading in grades K-3 reading in grades K-3 State level goals for % of students at grade State level goals for % of students at grade levellevel

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 66

KindergartenKindergarten 55% 60% 65% 70% 55% 60% 65% 70% 75% 80% 75% 80% 11stst Grade Grade 50% 55% 65% 70% 50% 55% 65% 70% 75% 80% 75% 80% 22ndnd Grade 45% 50% 60% 70% 75% Grade 45% 50% 60% 70% 75% 80% 80% 33rdrd Grade 40% 45% 55% 65% 75% Grade 40% 45% 55% 65% 75% 80% 80%

How much variability was there among our How much variability was there among our schools in the amount they improved from the schools in the amount they improved from the 11stst to 2 to 2ndnd year? year?

We will work with two indices to help us understand We will work with two indices to help us understand thisthis

Grade Level Gain (GLGGrade Level Gain (GLG) – how much improvement ) – how much improvement was there in the percent of students at grade level was there in the percent of students at grade level from year 1 to year 2?from year 1 to year 2?

Reduction in Students with Serious Difficulties (RSSDReduction in Students with Serious Difficulties (RSSD) ) – how much reduction was there in the percent of – how much reduction was there in the percent of students with serious reading difficulties (high risk students with serious reading difficulties (high risk or below the 20or below the 20thth percentile) from year 1 to year 2? percentile) from year 1 to year 2?

-40.00 -20.00 0.00 20.00 40.00

RSSD

-80.00

-60.00

-40.00

-20.00

0.00

20.00

40.00

60.00

80.00

GLGC

Gr.1

Average Improvement 318 schools

% GLG-C = -3.7%

% RSSD-C = -1.4%

Gra

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First Grade Improvement in Reading Comprehension

Reduction in Students with Serious Difficulties - Comprehension

South Lake Elem- BrevardSteinhatchee-Taylor

Annie Morgan-DuvalRiley Elementary-Duval

Imp

rove

me

nt i

n G

LC

Improvement in RSSD

-40.00 -20.00 0.00 20.00 40.00

RSSD

-80.00

-60.00

-40.00

-20.00

0.00

20.00

40.00

60.00

80.00

GLGC

Gr.2G

rad

e le

vel G

ain

- C

om

pre

hen

sio

nAverage Improvement 319 schools

% GLG-C = 2.3%

% RSSD-C = 2.0%

Reduction in Students with Serious Difficulties - Comprehension

Second Grade Improvement in Reading Comprehension

Calvin Hunsinger-Pinellas

Mathis Element-Duval

Lawty Element-Bradford

Burns Oak Hill-Volusia

-40.00 -20.00 0.00 20.00 40.00

RSSDC3

-80.00

-60.00

-40.00

-20.00

0.00

20.00

40.00

60.00

80.00

GLGC3

Gra

de

leve

l Gai

n -

Co

mpr

eh

ensi

on

Reduction in Students with Serious Difficulties - Comprehension

Third Grade Improvement in Reading Comprehension

Average Improvement 318 schools

% GLG-C = 1.6%

% RSSD-C = 1.9%Everglades-Collier

Greensboro-Gadsden

Wesson - Leon

Bentley - Seminole

Another way to think about improvements and Another way to think about improvements and performance -- Core and Intervention performance -- Core and Intervention effectiveness indicatorseffectiveness indicators

Effectiveness of Core Programs (ECP)Effectiveness of Core Programs (ECP) – what – what percentage of students who began the year at percentage of students who began the year at “initial” (grade level) on the DIBELs indicators finish “initial” (grade level) on the DIBELs indicators finish the year at grade level?the year at grade level?

Effectiveness of Interventions(EOI)Effectiveness of Interventions(EOI) – what percentage – what percentage of students who began the year at some level of of students who began the year at some level of risk (intensive or strategic) on the DIBELs indicators risk (intensive or strategic) on the DIBELs indicators finish the year at grade level?finish the year at grade level?

Has there been a Has there been a change in instructional change in instructional effectiveness from Year effectiveness from Year

1 to Year 2?1 to Year 2?

Core and Intervention effectiveness in year 1 Core and Intervention effectiveness in year 1 and 2and 2

Core ProgramCore Program InterventionIntervention

K year 1K year 1 year 2year 2

82%82%87%87%

45%45%55%55%

11stst year 1 year 1 year 2year 2

57%57%65%65%

14%14%16%16%

22ndnd year 1 year 1 year 2year 2

70%70%71%71%

6%6%5%5%

33rdrd year 1 year 1 year 2year 2

84%84%81%81%

15%15%14%14%

Core and Intervention effectiveness in year 1 Core and Intervention effectiveness in year 1 and 2and 2

Core ProgramCore Program InterventionIntervention

K year 1K year 1 year 2year 2

82%82%87%87%

45%45%55%55%

11stst year 1 year 1 year 2year 2

57%57%65%65%

14%14%16%16%

22ndnd year 1 year 1 year 2year 2

70%70%71%71%

6%6%5%5%

33rdrd year 1 year 1 year 2year 2

84%84%81%81%

15%15%14%14%

NeNeww

NeNeww8585

6969

7070

8181

5252

2121

77

1616

Examples from Reading First—Examples from Reading First—Intervention effectiveness indicator in Intervention effectiveness indicator in KindergartenKindergartenPercent of students who Percent of students who began the year “at risk” began the year “at risk” but ended at “grade level”but ended at “grade level”

Year 1 Year 2Year 1 Year 2 NewNew

45%45% 55% 55% 52%52%

Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 9191 9393Reading Edge Acad.Reading Edge Acad. VolusiaVolusia 9090 5353Pinecrest elementaryPinecrest elementary CollierCollier 9090 9999Eastside ElementaryEastside Elementary ColumbiaColumbia 9090 6161Berkley ElementaryBerkley Elementary PolkPolk 8888 8888Hilliard ElementaryHilliard Elementary NassauNassau 8686 4747Highlands ElementaryHighlands Elementary CollierCollier 8585 9292Carver ElementaryCarver Elementary DuvalDuval 8585 100100Lauderdale ManorLauderdale Manor BrowardBroward 8484 9898Alta VistaAlta Vista PolkPolk 8383 9191

Top ten schools for intervention effectiveness in KTop ten schools for intervention effectiveness in K FR/LunchFR/Lunch

Examples from Reading First—Examples from Reading First—Intervention effectiveness indicator in Intervention effectiveness indicator in First GradeFirst Grade

Reading Edge Acad.Reading Edge Acad. Volusia 100Volusia 100 5353Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 6969 9595Melrose ElementaryMelrose Elementary PutnamPutnam 6060 6868OrangewoodOrangewood LeeLee 5353 5656Malone SchoolMalone School JacksonJackson 5353 7070Carrabelle HighCarrabelle High FranklinFranklin 5050 6565ChattahoocheeChattahoochee GadsdenGadsden 5050 8888Bond ElementaryBond Elementary LeonLeon 5050 100100Allamanda ElementaryAllamanda Elementary Palm BeachPalm Beach 5050 4747South WardSouth Ward PinellasPinellas 5050 6868

Top ten schools for intervention effectiveness in 1stTop ten schools for intervention effectiveness in 1st FR/LunchFR/Lunch

Percent of students who Percent of students who began the year “at risk” began the year “at risk” but ended at “grade level”but ended at “grade level”

Year 1 Year 2Year 1 Year 2 NewNew

14%14% 16% 16% 21%21%

Examples from Reading First—Examples from Reading First—Intervention effectiveness indicator in Intervention effectiveness indicator in 2nd Grade2nd Grade

Hampton ElementaryHampton Elementary BradfordBradford 7575 6363Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 4444 100100Malone SchoolMalone School JacksonJackson 3333 8888Brooker ElementaryBrooker Elementary BradfordBradford 3333 7373Lake Gem ElementaryLake Gem Elementary OrangeOrange 2828 8181Zellwood ElementaryZellwood Elementary OrangeOrange 2828 7878Trapnell ElementaryTrapnell Elementary HillsboroughHillsborough 2727 7979Greenway ElementaryGreenway Elementary MarionMarion 2525 7676Poplar Springs HighPoplar Springs High HolmesHolmes 2525 7474Reynolds LaneReynolds Lane DuvalDuval 2424 100100

Top ten schools for intervention effectiveness in 2ndTop ten schools for intervention effectiveness in 2nd FR/LunchFR/Lunch

Percent of students who Percent of students who began the year “at risk” began the year “at risk” but ended at “grade level”but ended at “grade level”

Year 1 Year 2Year 1 Year 2 NewNew

6%6% 5% 5% 7%7%

Examples from Reading First—Examples from Reading First—Intervention effectiveness indicator in 3rd Intervention effectiveness indicator in 3rd GradeGrade

Hampton ElementaryHampton Elementary Bradford 100Bradford 100 6565Brooker ElementaryBrooker Elementary BradfordBradford 7373 5454John Ford ElementaryJohn Ford Elementary DuvalDuval 6767 9999Eastside ElementaryEastside Elementary ColumbiaColumbia 5454 7373Freedom ElementaryFreedom Elementary VolusiaVolusia 5151 4141Joseph LittlesJoseph Littles Palm BeachPalm Beach 5050 100100Ivey Lane ElementaryIvey Lane Elementary OrangeOrange 4747 100100Cambridge ElementaryCambridge Elementary BrevardBrevard 4141 8383Benoist FarmsBenoist Farms Palm BeachPalm Beach 3838 8585Foster ElementaryFoster Elementary HillsboroughHillsborough 3838 8686

Top ten schools for intervention effectiveness in 3rdTop ten schools for intervention effectiveness in 3rd FR/LunchFR/Lunch

Percent of students who Percent of students who began the year “at risk” began the year “at risk” but ended at “grade level”but ended at “grade level”

Year 1 Year 2Year 1 Year 2 NewNew

15%15% 14% 14% 16%16%

Conclusions from measures of instructional Conclusions from measures of instructional effectivenesseffectiveness

1. Although a significant improvement was made from 1. Although a significant improvement was made from year 1 to year 2, we continue to have a problem year 1 to year 2, we continue to have a problem with effectiveness of core instruction in grade 1 with effectiveness of core instruction in grade 1 and to a lesser extent, in grade 2and to a lesser extent, in grade 2

2. We have a serious problem with the effectiveness 2. We have a serious problem with the effectiveness of our interventions in grades 1,2, and 3.of our interventions in grades 1,2, and 3.

EOI index in these grades:EOI index in these grades:

Grade 1 = 16%Grade 1 = 16%Grade 2 = 5%Grade 2 = 5%Grade 3 = 14%Grade 3 = 14%

A Plan for Increased support and information for A Plan for Increased support and information for next yearnext year

After each assessment-FCRR will be sending you and After each assessment-FCRR will be sending you and your principle a report that contains four indices of your principle a report that contains four indices of effectiveness for each grade level, K-3effectiveness for each grade level, K-3

Effectiveness of Interventions(EOI)Effectiveness of Interventions(EOI)

Effectiveness of Core Programs (ECP)Effectiveness of Core Programs (ECP)

Effectiveness of Interventions-Intensive – What Effectiveness of Interventions-Intensive – What percentage of students who began the year at the percentage of students who began the year at the intensive level have moved up at least one level?intensive level have moved up at least one level?

Effectiveness of Interventions-Strategic – What Effectiveness of Interventions-Strategic – What percentage of students who began the year at the percentage of students who began the year at the “strategic” level have moved to the “initial” level“strategic” level have moved to the “initial” level

What are the areas in most need of immediate What are the areas in most need of immediate improvement?improvement?

Stronger support for the growth of text Stronger support for the growth of text reading fluency in second gradereading fluency in second grade

37th percentile

53rd percentile

About half our second graders began second grade not having met the February 1st grade benchmark in NWF

Slightly more than 20% still hadn’t met the 1st grade benchmark at the end of second grade

One problem that arises from so many students One problem that arises from so many students coming into 2coming into 2ndnd grade still weak in effective, grade still weak in effective, accurate word reading strategiesaccurate word reading strategies

Growth in fluency requires Growth in fluency requires accurateaccurate practice practice

A A majormajor factor underlying growth in fluency factor underlying growth in fluency for struggling readers is how fast the number for struggling readers is how fast the number of words they can recognize “by sight” of words they can recognize “by sight” increasesincreases

December, 3rd Grade

Correct word/minute=60

19th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and included. I also addressed all the envelopes and put stamps and return addresses on them….. return addresses on them…..

December, 3rd Grade

Correct word/minute=128

78th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and included. I also addressed all the envelopes and put stamps and return addresses on them….. return addresses on them…..

One problem that arises from so many students One problem that arises from so many students coming into 2coming into 2ndnd grade still weak in effective, grade still weak in effective, accurate word reading strategiesaccurate word reading strategies

Growth in fluency requires Growth in fluency requires accurateaccurate practice practice

A A majormajor factor underlying growth in fluency factor underlying growth in fluency for struggling readers is how fast the number for struggling readers is how fast the number of words they can recognize “by sight” of words they can recognize “by sight” increasesincreasesChildren must read unfamiliar words with Children must read unfamiliar words with perfect perfect accuracy on multiple occasions before accuracy on multiple occasions before they can become sight wordsthey can become sight words

Sight vocabulary must grow Sight vocabulary must grow very rapidlyvery rapidly in in second grade to keep pace with normative second grade to keep pace with normative developmentdevelopment

Our third graders are “holding their Our third graders are “holding their own” in fluency development, but own” in fluency development, but they come into third grade too far they come into third grade too far behind in the development of fluent behind in the development of fluent reading skillsreading skills

31rd percentile

32nd percentile

What are the areas in most need of immediate What are the areas in most need of immediate improvement?improvement?

Stronger support for the growth of text Stronger support for the growth of text reading fluency in second gradereading fluency in second grade

More powerful instruction toward mastery of More powerful instruction toward mastery of the alphabetic principle early in first gradethe alphabetic principle early in first grade

47th percentile

62nd percentile

Over ½ of our students did not make the benchmark on time

From a recent multi-disciplinary scientific From a recent multi-disciplinary scientific review of the research:review of the research:

““From all these different perspectives, two From all these different perspectives, two inescapable conclusions emerge. The first is that inescapable conclusions emerge. The first is that mastering the alphabetic principle is essential to mastering the alphabetic principle is essential to becoming proficient in the skill of reading….”becoming proficient in the skill of reading….”

and the second is that instructional techniques and the second is that instructional techniques (namely phonics) that teach this principle directly (namely phonics) that teach this principle directly are more effective than those that do not.”are more effective than those that do not.”

Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. How psychological science informs the teaching of reading. How psychological science informs the teaching of reading. Psychological Science Psychological Science in the Public Interest, 2:in the Public Interest, 2: 31-73. 31-73.

What are the areas in most need of immediate What are the areas in most need of immediate improvement?improvement?

Stronger support for the growth of text Stronger support for the growth of text reading fluency in second gradereading fluency in second grade

More powerful instruction toward mastery of More powerful instruction toward mastery of the alphabetic principle early in first gradethe alphabetic principle early in first grade

Creative work to develop and support stronger Creative work to develop and support stronger interventions for struggling students in grades interventions for struggling students in grades 1,2, and 3 – school level must become 1,2, and 3 – school level must become involvedinvolvedContinued efforts to expand vocabulary Continued efforts to expand vocabulary instruction-linked to comprehension- instruction-linked to comprehension- accessing words in multiple contexts accessing words in multiple contexts

Doing Better: A summaryDoing Better: A summary

1. Robust Vocabulary Instruction for all1. Robust Vocabulary Instruction for all

2. Stronger support for 12. Stronger support for 1stst and 2 and 2ndnd grade grade

3. Stronger interventions for alphabetic 3. Stronger interventions for alphabetic reading skills (phonemic decoding) in reading skills (phonemic decoding) in 11stst grade grade4. Stronger interventions for fluency in 4. Stronger interventions for fluency in 22ndnd and 3 and 3rdrd grade grade

5. And remember, reading becomes 5. And remember, reading becomes “thinking guided by print”“thinking guided by print”

Will it be easy?Will it be easy?

It will involve:It will involve:

But, we have very good reasons for working But, we have very good reasons for working hard at this task…hard at this task…

How strongly to we feel about it?How strongly to we feel about it?

Continued professional development for Continued professional development for teachersteachersContinued school reorganizationsContinued school reorganizations

Continuing with careful student assessmentsContinuing with careful student assessments

And a And a relentlessrelentless focus on the needs of every focus on the needs of every childchild

One reason, among many, for our One reason, among many, for our work…work…

Questions/Questions/DiscussionDiscussionwww.fcrr.orgwww.fcrr.org

Science of reading Science of reading sectionsection