Colorado Reading First: What works in reading instruction? Colorado Reading First, 2004
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Colorado Reading First: What works in reading instruction? Colorado Reading First, 2004
Colorado Reading First: What works in reading instruction? Colorado Reading First, 2004 Can “one size fits all” work? Absolutely NOT! One child may require extra instruction in PA and phonics to get a good start in reading Another child might require extra instruction in vocabulary Another child may come to school with strong phonemic awareness and letter knowledge already Still other children will require extended practice to develop reading fluency Colorado Reading First, 2004 Reasons children struggle learning to read Lack of preparation, or lack of talent, that interferes with ability to understand the alphabetic principle (phonics) and learn to read words accurately and fluently Lack of preparation, or lack of talent, in the general verbal domain (i.e. vocabulary) that limits comprehension of written material Low motivation to learn or behavior problems that interfere with learning in the classroom (NRC report) Colorado Reading First, 2004 To become proficient readers, students need to acquire… Skills and Knowledge in the 5 critical components: Phonemic Awareness Identifying words accurately and fluently Phonics Fluency Constructing meaning once words are identified Vocabulary Comprehension Colorado Reading First, 2004 Five Components of Reading Phonemic Awareness Vocabulary Accuracy and Fluency with Connected Text Comprehension Alphabetic Principle Reading in an Alphabetic Language Kame’enui, Simmons, Coyne, & Harn, 2003 Colorado Reading First, 2004 Four Organizing Principles for Beginning Reading Success Earlier rather than later– – Prevention and early intervention are supremely more effective and efficient than later intervention and remediation for ensuring reading success. Schools, not just programs– – Prevention and early intervention must be anchored to the school as the primary context for improving student reading performance. Evidence, not opinion– – Prevention and intervention should be based on trustworthy scientific evidence. Each and All– – To teach all children to read, we must teach each child to read. (Kame’enui) Colorado Reading First, 2004 Preventing Reading Failure: Three Big Ideas Increase the quality and consistency of instruction in every K-3 classroom. – Provide initial instruction that is appropriate to the needs of the majority of students in the class Conduct timely and valid assessments of reading growth to identify struggling readers Provide high quality, intensive interventions to help struggling readers catch up with their peers (Torgeson) Colorado Reading First, 2004 An Implementation Study Hartsfield Elementary School – 70% Free and Reduced Lunch (increasing) – 65% minority (mostly African-American) Elements of Curriculum Change – Movement to a more research-based reading curriculum beginning in SY 1994-1995 for K-2 (incomplete implementation) – Improved implementation in 1995-1996 – Implementation in Fall 1996 of screening and more intensive small group instruction for at-risk students Torgeson (2002) Colorado Reading First, 2004 Hartsfield Elementary School Progress Over Five Years Improved implementation of research-based comprehensive reading program Proportion falling 30 below the 25th percentile in word reading ability at the 20 end of first grade 31.8 20.4 Screening at beginning of first grade, with additional instructional intervention for those in bottom 30-40% 10.9 10 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile for entire grade (n=105) 48.9 55.2 61.4 73.5 81.7 Torgeson (2002) Colorado Reading First, 2004 Four Main Components of the Reading First Program Instructional Programs and Strategies Valid and Reliable Assessments Instructional Leadership Professional Development Colorado Reading First, 2004 Instructional Programs and Strategies Scientifically based reading programs that include explicit and systematic instruction in the five essential components of effective reading instruction. Colorado Reading First, 2004 Valid and Reliable Assessments A high quality, effective reading program must include rigorous assessments with proven validity and reliability. Four Types of Assessments: – – – – Screening Diagnostic Progress Monitoring Outcome Colorado Reading First, 2004 Instructional Leadership A successful program requires strong leadership at the school and district level to assist with professional development to ensure effective implementation of a comprehensive reading program. Colorado Reading First, 2004 Professional Development High-quality professional development that ensures that teachers know how to: – Teach scientifically based reading programs effectively – Apply the five essential components of reading instruction – Assess student progress – Help struggling readers Colorado Reading First, 2004 Important Resources Put Reading First: The Research Building Blocks of Reading Instruction Report of the National Reading Panel http://www.nationalreadingpanel. org/Publications/subgroups.htm http://www.nifl.gov/partnershipfo rreading/publications/Cierra.pdf Colorado Reading First, 2004 Preventing Reading Difficulties in Young Children http://www.ed.gov/inits/ameri careads/ReadDiff/index.html Reading Research Asks THREE Key Questions How do children learn to read? Why don’t some children learn to read? What can we do about it? Colorado Reading First, 2004 Comprehensive Reading Program Instructional Content = Ingredients Instructional Design = Recipe Colorado Reading First, 2004 Instructional Content Core elements of scientifically based programs include explicit and systematic instruction in the following: – phonemic awareness – phonics – vocabulary – comprehension – fluency Colorado Reading First, 2004 Phonemic Awareness The ability to hear and manipulate the individual sounds (phonemes) in spoken words (Torgesen, 1998) Colorado Reading First, 2004 Phonological Awareness: “The Big Umbrella” Rhyme Alliteration Sentence Segmentation Syllables (Words) Onsets & Rimes Phonemes Colorado Reading First, 2004 What Does Research Tell Us? 20-30% Do not link sounds and letter symbols easily 7-10% Substantial Difficulty Adams, ’90; Blachman, ’94; Torgesen,et.al, ‘94 Colorado Reading First, 2004 Phonemic Awareness Research PA improves word reading, spelling, and comprehension Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade (Juel, 1988). Colorado Reading First, 2004 Phonemic Awareness Instruction Students need to learn how to use their phonemic awareness to BLEND and SEGMENT sounds in words. = /c/ /a/ Colorado Reading First, 2004 /t/ = cat Do Remember… Adding well-thought-out phonemic awareness instruction to a beginning reading program…is very likely to help your students learn to read and spell. National Institute for Literacy, 2001 Colorado Reading First, 2004 Phonics An understanding of the alphabetic principle—the relationship between phonemes and graphemes. Colorado Reading First, 2004 Phonics Students need to know how to apply phonics elements as they read and write. Students need to be taught the alphabetic code explicitly and systematically. Students need to have accurate and rapid identification of the letters of the alphabet for reading Colorado Reading First, 2004 What Does Research Tell Us? Good readers rely primarily on the letters in a word rather than context or pictures to identify familiar and unfamiliar words. --Ehri , 1994 Colorado Reading First, 2004 Why Teach the Alphabetic Principle? Knowing the alphabet is almost like having an anchor for each sound. --Hall and Moats, 1999 s = /s/ b = /b/ Colorado Reading First, 2004 Alphabetic Principle The ability to understand that words are composed of letters that represent sounds = /c/ /a/ Colorado Reading First, 2004 /t/ = cat English Alphabetic Code 26 letters that represent: Approximately 44 sounds (phonemes) 250 graphemes (e.g., /f/ = f, ff, gh, ph) Colorado Reading First, 2004 Why Teach Phonics? Solidifies the link between sounds and letter correspondences. Leads to automaticity and fluency. Positively impacts vocabulary and comprehension growth (especially in early grades). Increases sight vocabulary. Creates better spellers. Colorado Reading First, 2004 Do remember… The goal… [of systematic phonics instruction] …is to enable learners to acquire sufficient knowledge and use of the alphabetic code so that they can make normal progress in learning to read and comprehend written language. National Reading Panel, 2000 Colorado Reading First, 2004 Vocabulary The knowledge of the meanings and pronunciation of words that are used in oral and written language. Four types of vocabulary…listening, reading, speaking and writing. Colorado Reading First, 2004 Effective Ways to Teach Vocabulary Oral Language Development Indirect Instruction Explicit Instruction Colorado Reading First, 2004 Between grades 1 and 3, it is estimated that economically disadvantaged students' vocabularies increase by about 3,000 words per year and middle-class students' vocabularies increase by about 5,000 words per year. Baker, Simmons, & Kame'enui, 1997 Colorado Reading First, 2004 New Words Per Grade Level Middle Class Disadvantaged Grade 1 Grade 2 Grade 3 Baker, Simmons, & Kame'enui, 1997 Colorado Reading First, 2004 …word knowledge is strongly related to reading proficiency in particular and school achievement in general. Adapted from Beck, McKeown, and Kucan, 2002 Colorado Reading First, 2004 Do remember… The effective vocabulary teacher builds a word-rich environment in which students are immersed in words for both incidental and intentional learning. Blachowicz and Fisher, 2002 Colorado Reading First, 2004 Comprehension The ability to make sense of text and to monitor for understanding. Colorado Reading First, 2004 The goal of developing comprehension should go hand in hand with the goal of developing sound-letter knowledge . . . …even for the youngest readers. Duke and Pearson, 2002 Colorado Reading First, 2004 Comprehension Instruction Monitoring comprehension – (promoting metacognition) Using graphic and semantic organizers – e.g., teaching the use of a Venn diagram to compare and contrast 2 characters from a story Main Idea Summarizing Text Structure Colorado Reading First, 2004 To improve comprehension of young readers Know what you do as a reader. Use explicit instruction through scaffolding. Seamlessly weave together the use of phonemic awareness, phonics, vocabulary and fluency to achieve comprehension of text. Colorado Reading First, 2004 Do remember… Exemplary teachers of comprehension are “skillful weavers of the many aspects of early literacy.” Tracey and Morrow, 2002 Colorado Reading First, 2004 Fluency The ability to read text – quickly, – accurately, – and with proper expression (NRP 2000). Colorado Reading First, 2004 Bridge to Comprehension Fluency forms the bridge between word recognition and comprehension FLUENCY Identifying Words Constructing Meaning Colorado Reading First, 2004 Why is Fluency Important? Fluency leads to… More Words Greater Motivation Larger Vocabulary Lack of Fluency leads to… Fewer Words Increased Comprehension Lack of Motivation Smaller Vocabulary Limited Comprehension Colorado Reading First, 2004 Working Memory and Automaticity Processing Task Working Memory Less Fluent Reader Processing Task More Fluent Reader Colorado Reading First, 2004 Sequence of Fluency Instruction Comprehension Text Reading Sentences Phrases Words Letters Sounds Colorado Reading First, 2004 Without the Building Blocks… Help! nsion e h e r p Co m s Words s es Soun d s r e t Let a Phr Text Reading Colorado Reading First, 2004 Sentences Instructional Design Features of well-designed programs include: – explicit instructional strategies – coordinated instructional sequences – ample practice opportunities – aligned student materials Colorado Reading First, 2004 Guidelines for Teaching I do! Teacher Modeling Demonstration Explanation We do! StudentTeacher Guided practice Scaffolding Feedback Self-monitoring Colorado Reading First, 2004 You do! Student application Independence Practice Automaticity Fluency Instructional Sequences Literacy (Reading/Writing) Oral Language Phonemic Awareness Phonics Vocabulary Comprehension Fluency Colorado Reading First, 2004 Teachers must learn The comprehensiveness among all 5 components, not the “balance” NOT every component of reading receives equal emphasis at every stage of reading development Teaching reading IS rocket science! – Learn these foundational concepts gradually in interaction with practical skills along the way! Colorado Reading First, 2004 Professional Development Criteria for Reading First Knowledge of the 5 critical elements and methods of effective and research-based instructional strategies Content (scope and sequence and selection of materials) and appropriate practice/skill building activities Use of assessment data to identify who should receive interventions and what their focus should be Identification of high quality intervention programs/materials and professional development in their use and individualization Colorado Reading First, 2004 Assessment Criteria for Reading First Research-based instruments Demonstrate reliability and validity Assess essential early literacy skills that are predictive of later reading achievement Ability to frequently monitor student performance Provide data to dynamically inform and adjust instruction Colorado Reading First, 2004 Reading Program Criteria for Reading First Core Reading Programs: – provide complete instruction in the core components of reading Supplemental Reading Programs: – provide additional instruction in one or more areas of reading Intervention Programs: – provide additional instruction to students performing below grade level Colorado Reading First, 2004 Characteristics of Effective Systems The adoption and sustained use of research-validated practices, School wide data-based decision making, Team-based problem solving and decision making process, Active administrator involvement and leadership, An instructional design analysis of teaching academic skills, and A continuum of academic supports. Sugai, Kame’enui, Horner & Simmons, 2004 Colorado Reading First, 2004 We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers. Susan B. Neuman, Past Asst. Sec. For Elem/Sec. Ed Colorado Reading First, 2004