Agenda

Interactive Approach to Reading

Informal Measures (Intro and Practice Score and Hypothesize)• DIBELS• Dominie• Word/Language Tests (CTOPP, PPVT, TOSWRF, TOWRE)

Formal/Technical Term Understanding (Ch. 2 McKenna)

Judgment Free Writing (Looking at Language in Report Writing)

Informal Reading Report (Based on the Observational Survey)

Formal Clinic Sample and Test Backgrounds

Ten Characteristics of Texts•Genre•Text Structure•Content•Themes and Ideas• Language and Literary

Features

•Sentence Complexity•Vocabulary•Words• Illustrations•Book and Print Features

The Continuum of Literacy Learning, Grades K-2 – p. 9 – 11The Continuum of Literacy Learning, Grades K-8 – p. 16 - 17Teaching for Comprehending and Fluency – p. 160

• Bottom-up processing (decoding)

• Top-down processing

• Interactive approach

Models of Reading

The cat is in the grass.

The cat is in the lady’s lap. Oh no, the cat is in the tree.

•Peter led Bridget into the waiting room.•He realized that she was extremely nervous, so he gently suggested that she sit down.•Bridget ignored him and began to pace frantically.•The other patients watched her warily and several also began pacing.•As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.•Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.

Bottom-up Processing

Reader builds meaning from the smallest units of meaning to

achieve comprehension.Example

letters letter clusters words phrases sentences longer text meaning =

comprehension

Top-down Processing

Reader generates meaning by employing background knowledge, expectations,

assumptions, and questions, and reads to confirm these expectations.

Example

Pre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural,

linguistic, syntactic, and historical) = comprehension

Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

Interactive Approach

Reader uses both bottom-up and top-down strategies simultaneously or

alternately to comprehend the text.Example

Reader uses top-down strategies until he/she encounters an unfamiliar word, then employs

decoding skills to achieve comprehension.

Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

Knowledge base + bottom-up strategies + top-down strategies =

comprehension

Interactive Approach

Which model should be adopted?

The reader must be competent in both bottom-up and

top-down processing.

Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands: Kluwer.

Assessment Trade-Offs Norm-

referenced Comparability

Group administered

Informal In depth

information

Individually administered

Rule of Thumb

The finer the grain size at which we monitor a process, like reading or writing, the greater the likelihood that we will end up teaching and testing bits and pieces rather than global processes like comprehension and composition.

P. David Pearson, UC Berkeley

Typical Questions

Types of Assessments

Purpose

Who is at risk?Who needs close monitoring?

Formative

Universal Screening

“First Alert”

What are a student’s strengths? weaknesses?Are other students exhibiting similar profiles?

Formative

Diagnostic “In-depth View”

Who needs extra support?How should groups be formed?Which skills need to be emphasized

Formative

Progress Monitoring

“Growth Charts”

Have we accomplished our goals for a student? a class? a school?a district?What aspects of the literacy program need revision?

Summative

Outcome “Reaching Our Goals”

CORE Pages 8-9

Effective instruction is the only solution

• Children differ

• Struggling readers differ

• Intervention designs must be based on knowledge of these differences

• Figuring out how to best teach each struggling reader is the essential task

Allington

Fluency & Comprehension

Phonics Phonemic Awareness

Phonics, Phonemic Awareness, Fluency

Vocabulary and Comprehension

Progress Monitor

My dad loves to fly a kite. He makes it go high above the trees.

Dominie Reading and Writing Portfolio

Shifting From Being a Teacher to an Assessor

•Reviewing Tests•Test Protocols•Materials Picture Walk

The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students.”

(Allington, 2009, p.11)