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Catch Them Before They Fall Catch Them Before They Fall

Early Identification and Intervention to Early Identification and Intervention to Prevent Reading Failure for Young ChildrenPrevent Reading Failure for Young Children

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State University and Florida State University and

Florida Center for Reading ResearchFlorida Center for Reading Research

Durango, Colorado, March, 2007Durango, Colorado, March, 2007

First ReaderFirst ReaderBy Billy CollinsBy Billy Collins

I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.the boy and girl who begin fiction.

Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.

But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.

It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.

They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.

Beginning with Beginning with the End in the End in

Mind: Mind:

Our Ultimate Our Ultimate Goal for Goal for

Prevention of Prevention of Reading Reading

DifficultiesDifficulties

To provide instruction and supports To provide instruction and supports that will enable every child to:that will enable every child 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 expository, or non-fiction text and grasp the Read expository, or non-fiction text and grasp the main ideas as well as their connection to main ideas as well as their connection to supporting details so that new concepts and supporting details so that new concepts and information are understood and learned.information are understood and learned.

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

The essential elements for success

Practices from Practices from SchoolsSchools

Making SignificantMaking SignificantGains Gains

Provides information about school and

classroom systems that are effective in

improving achievement.

From the “science of reading”

Information about the individual components of

instruction and assessment that are

most effective in preventing reading

difficulties.


From the “science of reading”

Information about the individual components of

instruction and assessment that are

most effective in preventing reading

difficulties.

Part I:

The science of Reading and Reading Instruction

The top 5 discoveriesThe top 5 discoveries1. Skilled, fluent reading by third grade depends on the 1. Skilled, fluent reading by third grade depends on the

development of many thousands of development of many thousands of highly specifiedhighly specified orthographic representationsorthographic representations for words for words

The The orthographyorthography of a language refers to the way of a language refers to the way the language is represented in printthe language is represented in print

An An orthographic representationorthographic representation is a representation is a representation of a word’s spelling that is stored in memoryof a word’s spelling that is stored in memory

A fully developed, or fully specified, oA fully developed, or fully specified, orthographic rthographic representationrepresentation contains information about all of contains information about all of the letters, and allows a word to be read the letters, and allows a word to be read accurately “at a single glance”accurately “at a single glance”

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.



Which is the real word?

smoak smoke

circus cercus

wagon wagun

first ferst

traid trade

The top 5 areas of discoveryThe top 5 areas of discovery1. Skilled, fluent reading by third grade depends on the 1. Skilled, fluent reading by third grade depends on the

development of many thousands of highly specified development of many thousands of highly specified orthographic representationsorthographic representations for words for words

4. Skilled reading by third grade also depends upon the 4. Skilled reading by third grade also depends upon the development of extensive word knowledge development of extensive word knowledge (vocabulary(vocabulary)-this )-this becomes particularly important to comprehension becomes particularly important to comprehension performance at about third gradeperformance at about third grade

5. Skilled reading by third grade also depends on skill in the use 5. Skilled reading by third grade also depends on skill in the use of a variety of of a variety of comprehension strategiescomprehension strategies and thinking skills and thinking skills

3. Many children struggle in learning in acquiring phonics skills 3. Many children struggle in learning in acquiring phonics skills because they are slow to develop because they are slow to develop phonemic awarenessphonemic awareness

2. Early establishment of efficient 2. Early establishment of efficient phonemic decodingphonemic decoding skills is skills is critical to the development of later accurate and fluent readingcritical to the development of later accurate and fluent reading

Taught by methods Taught by methods that are…that are…

engaging & motivatingengaging & motivating

Effective early reading instruction must build reading Effective early reading instruction must build reading skills in five important areas by providing instruction skills in five important areas by providing instruction that is both engaging and motivating.that is both engaging and motivating.

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying words Identifying words accurately and accurately and fluentlyfluently

Constructing Constructing meaning meaning once words once words are identifiedare identified

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

What we know from science about the growth of What we know from science about the growth of reading skills:reading skills:

1. It is very important to get off to a strong start in learning to 1. It is very important to get off to a strong start in learning to read during early elementary schoolread during early elementary school

““From all these different perspectives, two inescapable From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the conclusions emerge. The first is that mastering the alphabetic principle is essential to becoming proficient alphabetic principle is essential to becoming proficient in the skill of reading….”in the skill of reading….” (Rayner, et al., 2001)(Rayner, et al., 2001)

2. It is critical that children acquire skill in use of the 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown alphabetic principle to help accurately identify unknown words early in development of reading skillwords early in development of reading skill

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.

Children vary Children vary enormously in their enormously in their talent and preparation talent and preparation for acquiring proficient for acquiring proficient phonemic decoding phonemic decoding skillsskills

The nature of the underlying difficulty for most The nature of the underlying difficulty for most children who struggle in learning to read words children who struggle in learning to read words

accurately and fluentlyaccurately and fluently

Weaknesses in the phonological area of language Weaknesses in the phonological area of language competencecompetence

Expressed primarily by delays in the development Expressed primarily by delays in the development of of phonemic awarenessphonemic awareness and and phonics skillsphonics skills

inherent, or intrinsic, disabilityinherent, or intrinsic, disability

lack of opportunities to learn in the pre-school lack of opportunities to learn in the pre-school environmentenvironment

What is What is Phonemic Phonemic

Awareness?Awareness?

Oral Oral Language Language

SkillSkill

A functional definition of phonemic A functional definition of phonemic awareness:awareness:

it involves the ability to notice, think it involves the ability to notice, think about, or manipulate, the individual about, or manipulate, the individual sounds in words.sounds in words. Torgesen, J.K., & Mathes, P. (2000). Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, A Basic Guide to Understanding, Assessing, and Teaching Phonological AwarenesAssessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.s. Austin, TX: PRO-ED.

big

dig

bog

bin

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity

b i g

dig

bog

bin

Words are composed of strings of phonemes. A phoneme is the smallest unit of sound in a word that makes a differences to its identity

When When children children acquire acquire

awareness of awareness of phonemes in phonemes in

words…words…It helps them It helps them

understand how understand how print is used to print is used to

represent wordsrepresent words

Development of phonological Development of phonological sensitivity is influenced by preschool sensitivity is influenced by preschool

experiences related to socio-experiences related to socio-economic stratuseconomic stratus

We compared the performance of We compared the performance of 250 children from higher income 250 children from higher income families to 170 children from lower families to 170 children from lower income families.income families.

Children were between two- and Children were between two- and five-years of age.five-years of age.

Why is it important for children to acquire Why is it important for children to acquire good phonemic decoding skills (phonics) good phonemic decoding skills (phonics) early in reading development?early in reading development?

Because learning to read involves Because learning to read involves everydayeveryday encounters with words the child has encounters with words the child has never never before seen in print.before seen in print.

Phonemic analysis provides the Phonemic analysis provides the most most important single clueimportant single clue to the identity of to the identity of unknown words in print.unknown words in print.

The most efficient way to make an “accurate The most efficient way to make an “accurate first attempt” at the identity of a new word is:first attempt” at the identity of a new word is:

First, do phonemic analysis and try an First, do phonemic analysis and try an approximate pronunciationapproximate pronunciation

Then, close in on the exact right word Then, close in on the exact right word by finding one containing the right by finding one containing the right sounds, that also makes sense in the sounds, that also makes sense in the sentence.sentence.

(chapter 10, Preventing Reading Difficulties in Young Children (chapter 10, Preventing Reading Difficulties in Young Children (2000)(2000)

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage “by sight”“by sight”

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…..

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage “by sight”“by sight”

Children must correctly identify words 3-8 Children must correctly identify words 3-8 times before they become “sight words”times before they become “sight words”

Children must make accurate first attempts Children must make accurate first attempts when they encounter new words, or the when they encounter new words, or the growth of their “sight word vocabulary” will growth of their “sight word vocabulary” will be delayed—they will not become fluent be delayed—they will not become fluent readersreaders

animalanimal

fasterfaster

happyhappy

nevernever

timetime

sleepsleep

rabbitrabbit

Words likely Words likely to be to be encountereencountered for the d for the first time in first time in first gradefirst grade

amazeamaze

beachbeach

comfortablecomfortable

exampleexample

interestinginteresting

greasegrease

stiffstiff

sweepsweep

Words likely Words likely to be to be encountered encountered for the first for the first time in time in second second gradegrade

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

______the middle ____, it was the ______the middle ____, it was the ______for a ______ to wear his full ______for a ______ to wear his full set of _____ whenever he ________ set of _____ whenever he ________ in ______ – even in times of______! in ______ – even in times of______! When a ______ believed he was When a ______ believed he was _____ friends, he would ______ his _____ friends, he would ______ his ______. This ______ of __________ ______. This ______ of __________ showed that the ______ felt ______ showed that the ______ felt ______ and safe.and safe.

DuringDuring the middle the middle agesages, it was the , it was the customcustom for a for a knightknight to wear his full to wear his full set of set of armorarmor whenever he whenever he appeared appeared in in publicpublic – even in times – even in times of of peacepeace ! When a ! When a knightknight believed believed he was he was amongamong friends, he would friends, he would removeremove his his helmethelmet. This . This symbolsymbol of of friendshipfriendship showed that the showed that the knightknight felt felt welcomewelcome and safe. and safe.

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

What we know about the growth of reading skills:What we know about the growth of reading skills:

1. It is very important to get off to a strong start in learning 1. It is very important to get off to a strong start in learning to read during early elementary schoolto read during early elementary school

3. Children who are delayed in the development of 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become alphabetic understanding and skill struggle to become fluent readersfluent readers


Paths to poor reading fluency in 3Paths to poor reading fluency in 3rdrd gradegrade1. Children who do not learn phonemic decoding 1. Children who do not learn phonemic decoding

strategies are usually inaccurate readers, and they strategies are usually inaccurate readers, and they don’t read independently because there are too don’t read independently because there are too many words they can’t decode on their own.many words they can’t decode on their own.

2. Students who don’t learn to use phonemic 2. Students who don’t learn to use phonemic decoding strategies until mid second or early third decoding strategies until mid second or early third grade miss out on 1 or 2 years of productive grade miss out on 1 or 2 years of productive reading practice. reading practice.

3. Some students learn phonemic decoding skills 3. Some students learn phonemic decoding skills early and well, but they don’t read very much text. early and well, but they don’t read very much text. Thus, they miss out on practice that can help them Thus, they miss out on practice that can help them learn to recognize 1000’s of words at a single learn to recognize 1000’s of words at a single glance.glance.


1. It is very important to get off to a strong start in learning 1. It is very important to get off to a strong start in learning to read during early elementary schoolto read during early elementary school

3. Children who are delayed in the development of 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become alphabetic understanding and skill struggle to become fluent readersfluent readers


4. Accurate and fluent word reading skills contribute 4. Accurate and fluent word reading skills contribute importantly to the development of reading importantly to the development of reading comprehensioncomprehension

The very best teachers of children who The very best teachers of children who struggle in learning to read arestruggle in learning to read are

RelentlessRelentless

in their pursuit of every childin their pursuit of every child

The first commandment of The first commandment of

RelentlessnessRelentlessness

Let no child “escape” from first Let no child “escape” from first grade without being proficient in grade without being proficient in

phonemic decoding skillsphonemic decoding skills

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

The second commandment of The second commandment of


As children become accurate and As children become accurate and independent readers, independent readers, encourageencourage, , cajolecajole, , leadlead, , begbeg, , supportsupport, , demanddemand, , rewardreward them them

for reading as broadly and deeply as for reading as broadly and deeply as possiblepossible

Hudson, R.F., Lane, H.B., & Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Pullen, P.C. (2005). Reading Fluency Assessment and Fluency Assessment and Instruction: What, Why, and Instruction: What, Why, and How?. How?. The Reading Teacher, 58The Reading Teacher, 58, , 702-714.702-714.

Osborn, J., Lehr, F., & Hiebert, Osborn, J., Lehr, F., & Hiebert, E.H. (2003). E.H. (2003). A Focus on FluencyA Focus on Fluency. . Monograph published by Pacific Monograph published by Pacific Resources for Education and Resources for Education and Learning. Copies available at Learning. Copies available at www.prel.org/programs/rel/rel.asp

http://www.prel.org/programs/rel/rel.asp


5. Oral language vocabulary and other forms of verbal and 5. Oral language vocabulary and other forms of verbal and conceptual knowledge also contribute importantly to the conceptual knowledge also contribute importantly to the development of reading comprehension. development of reading comprehension.

6. Children must also develop and actively use a variety of 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building comprehension monitoring and comprehension building strategies to reliably construct the meaning of text.strategies to reliably construct the meaning of text.

As students develop, As students develop, reading comes more and reading comes more and more to be…more to be…

““Thinking guided by Thinking guided by print”print”

The third commandment of The third commandment of


Beginning in Kindergarten, teach Beginning in Kindergarten, teach vocabulary and thinking skills as vocabulary and thinking skills as

intensely, and robustly as intensely, and robustly as possiblepossible

Bringing Bringing Words to LifeWords to Life

Isabel BeckIsabel Beck

M. McKeownM. McKeown

L. KucanL. Kucan

Guilford PressGuilford Press

Big ideas from “Bringing Words to Life”Big ideas from “Bringing Words to Life”

First-grade children from higher SES groups know First-grade children from higher SES groups know about twice as many words as lower SES childrenabout twice as many words as lower SES children

Poor children, who enter school with vocabulary Poor children, who enter school with vocabulary deficiencies have a particularly difficult time deficiencies have a particularly difficult time learning words from “context”learning words from “context”

Research has discovered much more powerful Research has discovered much more powerful ways of teaching vocabulary than are typically ways of teaching vocabulary than are typically used in classrooms – used in classrooms – generalization to reading generalization to reading comprehensioncomprehensionA “robust” approach to vocabulary instruction A “robust” approach to vocabulary instruction involves directly explaining the meanings of involves directly explaining the meanings of words along with thought-provoking, playful, words along with thought-provoking, playful, interactive follow-up.interactive follow-up.

Four Critical Elements for More Robust Four Critical Elements for More Robust Vocabulary InstructionVocabulary Instruction

Select the right words to teach – Tier 2 wordsSelect the right words to teach – Tier 2 words

Develop child-friendly definitions for these wordsDevelop child-friendly definitions for these words

Engage children in interesting, challenging, Engage children in interesting, challenging, playful activities in which they learn to access the playful activities in which they learn to access the meanings of words in multiple contextsmeanings of words in multiple contexts

Find a way to devote more time during the day to Find a way to devote more time during the day to vocabulary instructionvocabulary instruction

absurd fortunate ridiculous

What should comprehension instruction be What should comprehension instruction be instruction of? - instruction of? - Mike PressleyMike Pressley

1. Teach decoding skills1. Teach decoding skills

2. Encourage the development of sight words2. Encourage the development of sight words

3. Teach students to use semantic context cues to 3. Teach students to use semantic context cues to evaluate whether decodings are accurateevaluate whether decodings are accurate

4. Teach vocabulary meanings4. Teach vocabulary meanings

5. Encourage extensive reading5. Encourage extensive reading

6. Teach self-regulated use of comprehension strategies6. Teach self-regulated use of comprehension strategiesPressley, M. (2000). What should comprehension instruction be the instruction of? Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), In M.L. Kamil, P.B.Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading Handbook of reading research research (vol. III, pp. 545–561).Mahwah, NJ: Erlbaum.(vol. III, pp. 545–561).Mahwah, NJ: Erlbaum.

Summary of Part I:Summary of Part I:

A reason to be relentless….A reason to be relentless….

QuestionsQuestions//DiscussionDiscussion


Practices from Practices from SchoolsSchools

Making SignificantMaking SignificantGains Gains

Provides information about the school and classroom systems that are effective in

improving achievement.

Part II:

Applications of science in classrooms and schools

How much difference does high How much difference does high quality implementation make?quality implementation make?

Student outcomes in reading are influenced by Student outcomes in reading are influenced by two main variablestwo main variables

Student abilities and attitudes plus influences Student abilities and attitudes plus influences in the home and neighborhoodin the home and neighborhood

The quality and quantity of instruction they The quality and quantity of instruction they receive in schoolreceive in school

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

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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

63 75 82 86 91 96

The Adult Learning and Performance Gap 100

90

80

70

60

50

40

30

20

10

0

75 82 85 91

1 2 3 4 5 6

57

85

53

80

46

72

46

73

40

67

35

64

Low 15% schools

Top 15% Schools

Approx. 27%

63 96

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

Approx. 20%

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

The prevention of reading difficultiesThe prevention of reading difficulties: three : three areas in which we must become stronger each areas in which we must become stronger each yearyear

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

Essential Practices in Successful, High Essential Practices in Successful, High Challenge SchoolsChallenge Schools

a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including professional development, including appropriate materials to guide and support appropriate materials to guide and support instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through leadership walkthroughsinstruction through leadership 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)

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 classrooma. 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

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)

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 classrooma. 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

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?

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

2. 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

2. 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 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. 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 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


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 themthemA. Developing a school schedule that allows A. Developing a school schedule that allows

sufficient time for interventionssufficient time for interventions


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?

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


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

A final concluding thought….A final concluding thought….

There is no question but that “leaving no There is no question but that “leaving no child behind in reading” is going to be a child behind in reading” is going to be a significant challenge…significant challenge…

It will involve professional development for It will involve professional development for teachers, school reorganization, careful teachers, school reorganization, careful assessments, and a relentless focus on the assessments, and a relentless focus on the individual needs of every child…individual needs of every child…

But, its not the most difficult thing we could But, its not the most difficult thing we could be faced with…be faced with…

Thank YouThank You

www.fcrr.orgScience of reading Science of reading

sectionsection

To obtain this powerpoint presentation, go To obtain this powerpoint presentation, go toto

http://www.fcrr.org/