Practical, Research Based Strategies for Meeting the Needs ...faculty.smu.edu/jallor/uploads/2/2/3/...2013_slides...3. inventory of speech sounds c. grapheme 4. written representations

Practical, Research-Based Strategies for Meeting the

Needs of Students with Significant Literacy Needs

Dr. Jill H. AllorSouthern Methodist University

Thursday, August 1, 13

Overview of the Day

Handout

✦ Theory with a capital T

✦ Disabilities that Impact Reading

✦ Overview of Instructional Techniques

✦ Close Look at Content-Specific Techniques (teaching the big ideas of reading)

✦ Close Look at General Instructional Techniques: Putting it all Together


Overview of the Day

Handout







Theory with a Capital T

✦Models of Reading

✦ Phases of Learning

Handout


A Little Theory with a Capital T...

•What are fully developed readers able to do?

•Driving Analogy: How does a fully developed reader compare to a skilled driver?

Handout


Begin with terms...

Language Component Jeopardy (questions 1-6 on ACTIVITIES handout)

Mad Gabfall

lawyerknows

Activities Handout


Language Component Jeopardy: Answers

1. word or phrase meanings b. what is SEMANTICS

2. rules of social language c. what is PRAGMATICS

3. rules regarding use of sounds in words a. what is PHONOLOGY

4. rules regarding meaning units of sound c. what is MORPHOLOGY

5. rules of sentence structure c. what is SYNTAX

6. What is ORTHOGRAPHY? writing system


Theory with a Capital T: Theoretical Models

✦ Modeling the Reading System: The Four Processors (Adams, 1990)

✦ Components of Reading Comprehension (Perfetti et al., 2005)

✦ Multifaceted Strands (Scarborough, 2001)

✦ Simple View of Reading (Gough & Tunmer, 1986)

✦ Chall’s Stages of Reading Development (1983)

✦ Phases of Word Learning (Ehri & McCormick, 1998)Handout


OrthographicProcessor

PhonologicalProcessor

MeaningProcessor

ContextProcessor

Print Speech

Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Massachusetts Institute of Technology.

Background Knowledge

Language

Modeling the Reading System: Four Processors

Handout (whole page)


Infe

renc

es

SituationModel

ComprehensionProcesses

TextRepresentation

Parser

WordRepresentation

OrthographicUnits

PhonologicalUnits

Visual Input

GeneralKnowledge

LinguisticSystem

PhonologySyntaxMorphology

LexiconMeaningMorphologySyntax

OrthographyMapping toPhonology

Meaning and Form Selection

The Components of Reading

Comprehension

(Perfetti, Landi, & Oakhill, 2005)





Models of Reading: Compare and Contrast

Similarities Differences

What do we know about how good readers read?

Handout


Using Print (orthographic processing)

smoak smoke

circus sircus

wagon wagun

ferst first

trade traed

laugh laff

Left or Right?



sing

sting

stink

stick

sink

Read these words as quickly as you can.



The man is running down tqe street.

Tie the not.

Find the error.



True or False? (on activities handout)

1. Good readers USUALLY attend (without conscious effort) to every letter in a word.

TRUE

2. When reading carefully, good readers frequently skip words in sentences.

FALSE

3. Good readers usually attend to some of the letters in words and use the context to decide what a word is.

FALSE

Activities Handout




MeaningProcessor

ContextProcessor

Print Speech



Language




Orthographic Processing

✦ processes symbols, letters, letter patterns, and whole words

✦ recognition of letters and letter sequences

✦ fluent recognition of whole words

✦ recall of letters for spelling

✦ “fully specified orthographic representations”




MeaningProcessor

ContextProcessor

Print Speech



Language




More Terms: Matching

1. smallest unit of sound a. phonics

2. relationship between sound system and written language b. phonetics

3. inventory of speech sounds c. grapheme

4. written representations of sounds d. phoneme

5. rules regarding use of sounds in words

e. phonemic awareness

6. understanding that spoken words are made up of sounds

f. phonological awareness

7. understanding that spoken words are made up of sounds or groups of sounds g. phonology

Activity Handout

Mad Gabajarcokereal

Activities Handout


More Terms: Matching

1. smallest unit of sound d. phoneme

2. relationship between sound system and written language a. phonics

3. inventory of speech sounds b. phonetics

4. written representations of sounds c. grapheme

5. rules regarding use of sounds in words g. phonology

6. understanding that spoken words are made up of sounds

e. phonemic awareness

7. understanding that spoken words are made up of sounds or groups of sounds

f. phonological awareness

Activity Handout: ANSWERS

Mad Gaba charcoal

grill

Activities Handout




MeaningProcessor

ContextProcessor

Print Speech



Language




Phonological Processing

✦ processes the speech sound system (phonology)

✦ auditory representation in memory of phonemes, syllables, and words

✦ serves as link between sounds, spellings, and meanings

Handout


Research on Phonological Processing

✦ short-term memory

❖ particularly problematic for many students with ID and other students with reading difficulties

✦ phonological awareness

❖ problematic for virtually all students with reading difficulties; extremely challenging for students with ID

✦ lexical retrieval (rapid naming; e.g. letter names, letter sounds)

❖ particularly problematic for some students with the most severe learning disabilities Handout


Phonological Awareness ContinuumPhonemic Awareness




MeaningProcessor

ContextProcessor

Print Speech



Language



Phonemic Awareness


✦ phonics is the system by which symbols represent sounds in an alphabetic writing system (how speech maps to print)

✦ in other words, it is the relationship between orthographic and phonological processing

Where does phonics fit in?




MeaningProcessor

ContextProcessor

Print Speech



Language



PHONICS

Phonemic Awareness


... is NOT a way to teach reading, rather it is knowledge that good readers possess. It is part of the content to be taught.

Phonics or the Alphabetic Principle...




MeaningProcessor

ContextProcessor

Print Speech



Language




The Meaning Processor

✦ stores word meanings and how word meanings relate to one another

✦ connects to orthographic and phonological processors

Handout


The Context Processor

✦ interprets words, relating them to concepts and coherent ideas

✦ connects to meaning processor

Handout


Using Meaning: Does meaning have a role in recognizing words on a page?

Read the faster a can you lot sense if sentence makes.

You can read a lot faster if the sentence makes sense.

Though smelly and ugly to look at, the sewer makes beautiful clothes.

At the farmstand, we got tomatoes and corn on the ______.

(car, not cob)

Read the following...


Using Meaning: Does meaning have a role in recognizing words on a page?

✦ Yes, but NOT a primary role. In other words, good readers do not primarily use the meaning to figure out how to decode (pronounce) words.

✦ Meaning facilitates word learning/phonics

✦ Confirms and increases speed

✦ A student cannot use meaning efficiently for fluency until he has developed his sound and print skills (phonics)


How do good readers recognize words?

✦ Good readers process words fully (attending automatically to all letters, complete spellings, of words)

✦ In other words, they have “fully specified orthographic representations? of words in their memories

✦ GOAL of word learning: recognize words automatically, effortlessly, and fluently to enable the reader to focus on comprehension










The Simple View of Reading

✴ The formula was demonstrated to work by Hoover & Gough’s study, published in 1990.

✴ The essence has been replicated many times since.

Decoding (D) xLanguage

Comprehension(LC) =

ReadingComprehension

(RC)

Note: Scores for D & LC are between 0 and 1

★A formula introduced by Gough and Tunmer in 1986

D x LC = RC

Note: Scores for D & LC are between 0 and 1 Handout










Stages of Reading Activity

A. Ben is a bag.

B. Ben is a spider.

C. quick, accurate, and with expression

D. slow, but accurate

E. There is a bug sitting in the hat.

F. Ben is an ant. He got in the hat and sat in it.

Write answers on Activities Handout.

Activities Handout


Stages of Reading Development (Chall, 1983)

✦ Stage 0 - PREREADING (birth to formal education)

❖ There is a bug sitting in the hat. (E)

✦ Stage 1 - INITIAL READING (grades 1-2)

❖ Ben is a spider. (B)

❖ Ben is a bag. (A)

❖ Ben is a bug. He gets in the hat and sits in it. (F)

✦ Stage 2 - FLUENCY (grades 2-3)

❖ slow, but accurate (D)

❖ quick, accurate, and with expression (C)Handout


Ehri’s Phases of Word Learning✦ Pre-alphabetic Phase

❖ before letter knowledge has developed

✦ Partial-alphabetic Phase

❖ some letter knowledge, noticing how a few letters relate to sounds

✦ Full-alphabetic Phase

❖ complete matching of letters and sounds

✦ Consolidated-alphabetic Phase

❖ use larger units to remember how to read words

❖ sight word readingHandout


Theory with a capital T (summary)✦ A fully developed reader...

...uses all of these processes simultaneously in an integrated fashion

...reads fluently (accurately and with little or not conscious effort, immediately linking to meaning)

✦ Developing readers...

...build knowledge and skill related to each process separately

...gradually develop connections between the processors

Handout


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________

How does this apply to your students?________________________________________________________________________________________________________________________________________

STOP AND REFLECT


Overview of the Day

Handout







Disabilities That Impact Reading

✦Which disabilities impact reading?

✦General Challenges

✦ Focus on learning disabilities and intellectual disabilities

Handout


Disabilities that Impact Reading Development

✦ Learning Disabilities (LD), including dyslexia

✦ Attention-Deficit Hyperactivity Disorder (ADHD; in law as “other health impaired”)

✦ Intellectual Disabilities (ID; formerly mental retardation)

✦ Emotional or Behavioral Disorders (EBD)

✦ Speech/Language Disorders (communication)

✦ Sensory Disabilities (hearing; vision)

National Dissemination Center for Children with Disabilities (nichcy.org) Handout


Reading Challenges for Students with Disabilities

✦ Most students with disabilities are not on grade level❖ CCSS supports higher expectations for all so balance basic skill

instruction with increasing access to grade level content

✦ Many students with disabilities have weaker working memory, receptive, and expressive language

✦ Behavior and reading are likely a “chicken and egg” problem✦ Early intervention and intensive multi-tier models are

essential✦ Formative curriculum-based assessment is needed to guide

differentiation


A w-score of 500 is the average score for a 10 year old

Wei et al., 2011

What is...(word identification)

Intellectual Disabilities

Learning Disabilities

Speech/Language Impairment


A w-score of 500 is the average for a 10 year old

Wei et al., 2011

What is...(reading comprehension)

Intellectual Disabilities

Learning DisabilitiesSpeech/Language Impairment


Learning Disabilities✦41% of students in special education with LD✦Can occur in multiple areas

✦80% of students with LD have their primary deficit in the area of reading; most common area of difficulty is word recognition (i.e. dyslexia)

Receptive language Expressive languageWord recognition Reading ComprehensionMath Reasoning Write Spell

Handout


Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

(Lyon, Shaywitz, & Shaywitz, 2003, p.2)

Handout


Characteristics of Students with LD

✦poor phonological awareness

✦poor phonemic decoding

✦dysfluent reading

✦weaknesses in working memory

✦weakness in reading comprehension

✦due to her language deficit: possible deficits in broad language (vocabulary, grammar,


Common Myths about Dyslexia

§Writing letters and words backwards are symptoms of dyslexia.

§Reading disabilities are caused by visual perception problems.

§If you just give them enough time, children will outgrow dyslexia.

§More boys than girls have dyslexia.

§Dyslexia only affects people who speak English.

§People with dyslexia benefit from colored text overlays or lenses.

§A person with dyslexia can never learn to read.Handout


Phonological Skill (i.e. PA and phonics)

✦Most common cause of dyslexia✦Skill occurs on a continuum that is largely

uncorrelated with IQ✦Most children require explicit instruction in

phonics, but some children require much more extensive practice than others

✦Dysfluent reading leads to comprehension problems

Handout


What research shows could be...(at-risk first graders)

✦ statistically significant differences between treatment and comparison groups

✦ % of students still below 30th percentile at end of study was less than 2% of population

❖ Mathes, et al. (2005) -- compared 2 interventions


Characteristics of Students with ID

✦limited attention span✦weak expressive and receptive language✦limited working memory✦behavior problems especially with difficult tasks✦need multiple opportunities to respond and to practice

✦need help to generalize skills to new situations (e.g., may read words on a flashcard, but not in a text)


More encouragement from research:

Looking Inside The Brain


AfterIntervention

LeftRight

normalized

Before Intervention (at risk)

Good intervention normalizes brain patterns...


Research on Teaching Students with ID to Read

✦ Limited research; therefore, reliance on research with students with LD/RD (Polloway, et al. 2010)

✦ Some research on effective teaching of isolated skills to students with ID; emphasis on sight word instruction and limited phonics (reviews by Browder, et al., 2006; Browder & Xin, 1998; Joseph & Seery, 2004)

✦ More recently, program more comprehensive in nature with goal of reading similar to students without ID -- full processing of words with understanding at least commensurate with listening comprehension (Allor & colleagues; Browder & colleagues; Sevcik & colleagues; Burgoyne & colleagues; Lemons & colleagues)


Longitudinal Randomized Control Trial: Primary Findings

✦ Hierarchical Linear Modeling with treatment and IQ as significant factors

✦ Comprehensive reading intervention was effective for students with low IQs (40-80) for most literacy and language variables

✦ IQ was a significant factor in predicting outcomes on all variables, except phonological processing

✦ “Sobering reality” of how long it takes to grow, particularly for students with lower IQs

- Allor et al, 2010; Allor, et al, in press, Exceptional Children; similar research Browder et al, 2006; Conners et al 2006; Lemons & Fuchs, 2010


0

20

40

60

80

100

120

140

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130

IQ 75 Treatment

IQ 75 Contrast

IQ 62 Treatment

IQ 62 Contrast

IQ 47 Treatment

IQ 47 Contrast

What could be... (students with ID)

What research shows could be...(low IQ including students with ID)

Week of Instruction(up to 130 weeks -- 4 academic years)

wor

ds p

er m

inut

e

Oral Reading Fluency (First Grade DIBELS)Predicted Scores by IQ and Condition


0

20

40

60

80

100

120

140

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130

IQ 75 Treatment

IQ 75 Contrast

IQ 62 Treatment

IQ 62 Contrast

IQ 47 Treatment

IQ 47 Contrast




wor

ds p

er m

inut

e



0

20

40

60

80

100

120

140

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130

IQ 75 Treatment

IQ 75 Contrast

IQ 62 Treatment

IQ 62 Contrast

IQ 47 Treatment

IQ 47 Contrast




wor

ds p

er m

inut

e



Characteristics of Students with EBD

✦ Poor academic achievement

✦ Pervasive behavioral problems

✦ Comorbidity with other disabilities

✦ A higher rate of drop-out, unemployment, and underemployment

✦ Population is growing -- second only to LD


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT


Overview of the Day

Handout







Overview of Instructional TechniquesModels of Content

Features of Effective InstructionTiered Instruction (RTI)

Handout






Comprehension(LC) =


(RC)



D x LC = RC



The Five Components of Reading 2

Dom

ains

of

Rea

ding

Decoding

Language Comprehension

5 C

ompo

nent

s of

Rea

ding

Inst

ruct

ion Phonological Awareness Vocabulary

Phonics

Text Comprehension

Fluency


Components of Reading Instruction

Allor, 2013



Overview of Instructional Strands



Models of Instruction (content): Compare and ContrastSimilarities Differences

What do we know about how good readers read?

Handout


Two Curricular Examples

✦ Bookshop Phonics (Tier 1/2)

• Mondo Publishing by Allor & Minden-Cupp

✦ Early Interventions in Reading (Tier 2/3)

• SRA/McGraw-Hill

• Level K -- Allor & Mathes

• Levels 1 and 2 -- Mathes & Torgesen

✦ Responsive Reading (Tier 2/3)

• Sopris West by Denton Handout




Big Ideas and Objectives

✦ see samples of Kindergarten and 1st Grade Scope and Sequence for Word Recognition

✦ use research to guide selection of big ideas and critical objectives

✦ articulate objectives clearly

❖ activities clearly focus on targeted objective

❖ can be measured to determine if they are

Handout


Features of Effective Instruction

✦ Explicit instruction – Model, model, model, model

✦ Systematic instruction – Clear, orderly, thorough

✦ Scaffolding – Build bridges to learning

✦ Ample practice opportunities – Practice with intensity

✦ Immediate corrective feedback – Be positive

✦ Ongoing progress monitoring – Check progress using an instrument that is based upon scientific research

Handout


Explicit and Systematic?Activity Handout: Answer remaining questions on page 2.

(explicit instruction T or F and #1 of more questions)

Handout


Explicit and Systematic?Activity Handout: Answer remaining questions on page 2 and #1-3.

(explicit instruction T or F and #1-3 of more questions)

Handout


If progress is inadequate,

move to next level.

Three-Tiered ModelLevel 3: Tertiary Child placed in special education.

Intervention increases in intensity and duration.

Level 2: Secondary Intervention

Child receives more intense intervention in general education, typically in small groups.

Level 1: Primary Intervention/Core Enhanced general education classroom

instruction.


Questions about Tiered Model✦ What % of children require only Tier 1?

✦ What % of children require Tier 2?


✦ How much time is needed to determine if Tier 3 is warranted?


80%

5%

15%

Tier 3 Intensive, Individual InterventionsIndividual student focusIntensive assessmentHigh intensityOf longer duration

Tier 2 Targeted Group InterventionsSome students (at-risk)High efficiency Rapid responseMore frequent assessment

Tier 1 Core Instructional InterventionsAll studentsPreventive, proactiveScreening

Three-Tiered Model



Questions about Tiered Model✦ What % of children require only Tier 1?

❖ 80%


❖ 15%


❖ 5%

✦ How much time is needed to determine if Tier 3 is warranted?

❖ it depends


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT


Overview of the Day

Handout







Close Look at Content-Specific Techniques

✦ Oral Language and Vocabulary❖ listening comprehension

❖ oral expression

✦ Phonological Awareness

✦ Phonics/Word Recognition

✦ Fluency

✦ Reading Comprehension/Written Expression Handout


Vocabulary: Definition and Objectives

✦ definition: understanding of the meanings of individual words and the relationships among words

✦ objectives:

�Explain/demonstrate understanding of the meanings of vocabulary words

�Use vocabulary words appropriately when speaking

✦ include learning meanings of words relevant to specific stories, as well as building a solid vocabulary made up of common words likely to be found in many stories

Handout


Oral Language: Objectives✦ Gradually increase the length and complexity of

spoken sentences

❖ e.g. using pronouns appropriately in spoken sentences, using subject-verb agreement

✦ Demonstrate understanding of stories through spoken language

✦ Seek out speech/language therapists for assistance in determining needs and identifying specific objectives and coordinating instruction

✦ Many students with disabilities have oral language needs

Handout


Oral Language and Vocabulary: Tips For Early Instruction

✦ Do I provide exposure to a large number of words?

✦ Do I provide exposure to “decontextualized” language? (i.e., language not related to the immediate environment, such as past events, future events, unusual animals, etc.)

✦ Do I read the same book to students multiple times (3 to 5 times over several days)?

✦ Do I provide short explanations/demonstrations of selected words before or during book reading?

✦ Do I teach vocabulary explicitly, helping students link words to what they know and labeling objects?

Handout


Listening Comprehension

✦ Foundation for later reading comprehension

✦ Teach children to apply reason and logic to text that is read orally to them

✦ As long as children do not have adequate decoding skill, comprehension work should be done on text that has been read orally while children listen.

Handout


Listening Comprehension: Selecting Skills and Assessing

✦ teach simpler strategies, adapting them for listening comprehension

❖ summarization, self-questioning, story structure/story maps, graphic and semantic organizers, and comprehension monitoring

✦ use text more challenging than can be read by students, but developmentally appropriate (listening level)

✦ assess using a variety of methods

❖ questioning and discussion

❖ retelling

❖ completed story maps (may be drawn and discussed orally)Handout


More on Vocabulary: Teaching Techniques and Strategies✦ High-quality oral language (before/during/after story

reading, other times)

✦ Teaching and modeling independent word-learning strategies

❖ once word recognition skills develop

✦ Developing word consciousness

✦ Direct teaching of specific words

✦ Wide reading❖ once word recognition skills develop

❖ emphasizes the importance of word recognition on later vocabulary development

Handout


Choosing Different Words to TeachBeck’s Tiers of Words

Words have different utilities. Suggest goal to teach 400 Tier 2 words per year.

Tier 1

Tier 21: Most Familiar

Words

Need No Instruction

clock babyhappy

benevolent

fortunate

Tier 3

3: Used Infrequently

Limited to Specific Domains

lathe

8,000 Word Families

7,000 Word Families


Factors in Selecting Words to Teach Directly

✦ likely to be unknown

✦ critical to meaning of the text

✦ unable to use context to determine meaning

✦ general utility, likely to be encountered many times

❖ these words should become part of cumulative review

❖ Tier 2 words

✦ instructional potential

❖ How does the word relate to other words, or to ideas that students know or have been learning? Handout


What does it mean to know a word?3 Levels of Knowledge

✦ association❖ can link a new word with a single definition or

context (match to definition; fill in the blank)

✦ comprehension❖ can demonstrate broad understanding of a

word (identifying antonyms, classifying word into a category, etc.)

✦ generation❖ an produce a novel response to a word, such as

generating an original sentence or restating a definition in his/her own words

• Baumann, Kameenui, & Ash (2002) Handout


Assessing Vocabulary✦ DIBELS – word use fluency

✦ formal assessment

❖ limited instructional use

❖ broad comparison to peers & diagnosis

✦ informal assessment

❖ keep in mind the three levels of knowledge of words

• association, comprehension and generation

❖ short term (for immediate use to comprehend current text) vs. long term

Handout


Importance of Wide Reading

What Reading Does for the Mind…✦ The amount children read predicts

vocabulary and reading comprehension in high school.

✦ Reading volume contributes to verbal intelligence (word definitions, background knowledge of the world, fluency, spelling).

Stanovich, West, and Cunningham

Handout


Methods for Explicit Instruction of Vocabulary

✦ modeling examples

❖ role-playing (trudge around the room)

❖ positive and negative examples

✦ synonyms

✦ definitions

Handout


Resources✦ Vocabulary Instruction: Research to

Practice, edited by J. F. Baumann and E. J. Kame’enui (2004)

✦ Bringing Words to Life by Beck, McKeown, & Kucan (2002)

Handout


More on Listening Comprehension: Teaching Techniques and Strategies

✦ read-alouds, particularly in early grades and for students who are poor decoders and/or dysfluent

✦ engaging students in conversations with the teacher

✦ promoting meaningful conversations with their peers

❖ Dialogic Reading (Whitehurst & Lonigan)Handout


More on Oral Language and Vocabulary: Tips

✦ Do I use a variety of simple and more challenging questions?

✦ Do I respond to, expand, and elaborate on children’s language initiations?

✦ Do I target a large number of words to teach? (as many as 25-30 words weekly)

✦ Do I carefully select words to teach that facilitate story understanding, content knowledge, communication, and understanding of instruction?

Handout


More on Oral Language and Vocabulary: Selecting Words and Asking Questions

✦Identify some words from your book to target for vocabulary instruction

✦Decide how you would teach them (simple explanation and/or demonstration)

✦Develop model sentences using these words

✦Develop some simple and some more challenging questions you might use to prompt conversation.

Handout


More on Oral Language and Vocabulary: Tips

✦ Do I elicit oral language production from all children?

✦ Do I provide for dramatic play where language is structured into the activity? (PK/K)

✦ Do I promote self-regulation by allowing children to initiate and guide oral language interactions and plan sociodramatic play? (PK/K)

✦ Do I provide multiple opportunities for meaningful language exchanges of several turns with adults?

✦ Do I talk often with students about topics, ideas, and experiences of interest to them?

Handout


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT




❖ oral expression



✦ Fluency



Phonological Awareness: Definitions and Objectives

✦ Phonological Awareness: the understanding that speech is composed of a series of sounds, including sentences, words, syllables, and individual sounds (phonemes)

❖ rhyming, sentence segmentation, word segmentation

✦ Phonemic Awareness: the understanding that speech is composed of a series of individual sounds (phonemes)

❖ blending and segmentingHandout




Characteristics of Phonemes✦ Activity: bottom of page 3

STOPSTOP CONTINUOUSCONTINUOUS

t s

b q a r

c x e u

d f v

g i w

h l y

j m z

k n

p o


Consonant Phoneme Chart (Moats)


The Vowel Chart (Moats)

Vowels that are near each other are easily confused.


Mult. Choice: Which of the following phonological awareness tasks is the easiest for most students?

a. Blending the sounds in the word sun to pronounce the word

b. Segmenting the word truck into its phonemes

c. Segmenting the word rabbit into its syllables

d. Blending the sounds in the word smack to pronounce the word

bray kin ooze

ANSWER:

c breaking news


Phonological Awareness: Sequencing and Assessing

✦ Phonological Awareness❖ sentence segmentation, word segmentation, rhyming

✦ Phonemic Awareness❖ blending onsets and rimes/ isolating first sound (segmentation)

❖ blending and segmenting phoneme by phoneme

• words with fewer phonemes are easier

• words beginning with continuous sounds are easier

• words beginning with blends are harder

✦ sample Kindergarten Scope and Sequence (upcoming slide)

✦ Assessing is direct: ISF, PSF, performance during lessons, teacher-made Handout


Phonological Awareness ContinuumPhonemic Awareness Focus on

the top two steps


1. Sentence Segmentation: clap once per word in a sentence with 4-7 single-syllable words

2. Word Segmentation: say multisyllabic words, clapping once per syllable

3. Rhyming: identify two rhyming words from a set of 3 words

4. Initial Sound Isolation: say the first sound of words

5. Blending Onset-Rime: orally blend an onset and a rime into a word (teacher: /s→/ /at/; students: sat)

6a. Blending Phonemes: orally blend 2-4 phonemes into a word (teacher: /s→/a→/t/; student: sat) with no beginning blends

7a. Segmenting Phonemes: orally segment words with 2-4 phonemes (no initial blends) into individual phonemes (teacher: sat; student: /s→/a→/t/)

Phonological Awareness: Sample Kindergarten Scope & Sequence

© 2007 Mondo Publishing. Used by permission. Authors: J.H. Allor and C. Minden-Cupp


6a. Blending Phonemes: orally blend 2-4 phonemes into a word (teacher: /s→/a→/t/; student: sat) with no beginning blends

6b. 2-4 phonemes with beginning blends (teacher: /f→/r→/o→/g/; student: frog)

6c. 3-5 phonemes (teacher: /s→/t/a→/m→/p/; student: stamp)

7a. Segmenting Phonemes: orally segment words with 2-4 phonemes (no initial blends) into individual phonemes (teacher: sat; student: /s→/a→/t/)

7b. 2-4 phonemes, with initial blends (teacher: frog; student: /f→/r→/o→/g/)

7c. 3-5 phonemes (teacher: stamp; student: /s→/t/a→/m→/p/)

Phonemic Awareness: Sample Kindergarten Scope & Sequence

A Closer Look at... (objectives/scaffolding/systematic)



Sample Kindergarten Scope & Sequence

4. Initial Sound Isolation: say the first sound of words

5. Blending Onset-Rime: orally blend an onset and a rime into a word (teacher: /s→/ /at/; students: sat)

Objectives:Phonological Awareness



First Sound Game Obj: Say first sound of a spoken word


Format:

1. Teacher says a word slowly switching from sound to sound without pausing while holding up one finger for each sound.

2. Pause briefly.

3. Teacher says, “What word.”

4. Students say the word at a normal rate

PA InstructionObj: Orally blend phonemes into words

Early Interventions in Reading (Mathes & Torgesen)






Mondo Bookshop Phonics (Allor & Minden-Cupp)


PA Instruction: What Word?Obj: Orally blend phonemes into words



PA Instruction: Say it SlowlyObj: orally segment words into phonemes



PA Instruction: Push and Say

• Variation of Stretch and Blend

• Uses Elkonin Boxes and set of chips

• Child moves one chip for each sound into (or out of) the box


Sound Boxes without PrintObj: Orally segment words into phonemes

Responsive Reading (Denton)Thursday, August 1, 13

True or False?

Phonological awareness exercises should NEVER include letters or print.

ANSWER:

FALSE


Sound Boxes with PrintObj: Orally segment words into phonemes


Stretching Words with SlinkyObj: Orally segment words into phonemes


Phonological Awareness: Teaching Techniques and Strategies

✦ focus on key skills❖ exactly which skills are essential is unknown, but

blending and segmenting are found in many intervention studies

✦ teach in isolation (without print) before connecting to print...maybe

❖ “older” (by at least mid-first grade age, unless very low IQ/ID) I recommend including the print

✦ model; do not explain

✦ use words that are familiar to students Handout


Phonological Awareness: Scaffolding

✦ select words carefully

✦ sequence difficulty carefully

✦ STRETCH and CONNECT

✦ link to meaning

Handout


Stop and Go GameObj: orally blend phonemes into words

Early Interventions in Reading Level K (Allor & Mathes)


Stop and Go GameObj: orally segment words into phonemes

Early Interventions in Reading Level K (Allor & Mathes)


Results on PA for kindergarten

# of Sessions before Benchmark achieved

Stephen: 45 Aaron: 26 Isaiah: not achieved

5 of the 6 students achieved benchmark (spring PSF benchmark)

Allor, J.H., Gansle, K.A., & Denny, R.K. (2006).


Results on PA for kindergarten

# of Sessions before Benchmark achieved

Zachary: 23 Lauren: 23 Jessie: 16

5 of the 6 students achieved benchmark (spring PSF benchmark)

Allor, J.H., Gansle, K.A., & Denny, R.K. (2006).


PA (and Word Recognition): Resources

✦ Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

✦ O'Connor, R. E. (2007). Teaching word recognition: Effective strategies for students with learning difficulties. New York: Guilford Press.

Handout



Focus on the top two steps,

but not manipulation

may not be prerequisite to top two steps


A little practice with phonemes...

✦ Activity: #8 on page 4; write the number of phonemes in each words


Activity: How many phonemes?1. go /g/ /ō/2. ate /ā/ /t/3. mind /m/ /ī/ /n/ /d/4. egg /ĕ/ /g/5. ice /ī/ /s/6. rush /r/ /ŭ/ /sh/7. fat /f/ /ă/ /t/8. shop /sh/ /ŏ/ /p/

1. bread /b/ /r/ / ĕ/ /d/

2. each /ē/ /ch/

3. see /s/ /ē/

4. bright /b/ /r/ /ī/ /t/

5. sash /s/ /ă/ /sh/6. new /n/ /oo/

7. bone /b/ /ō/ /n/

8. played /p/ /l/ /ā/ /d/


Activity: Which words are more difficult to blend and segment?

1. go /g/ /ō/2. ate /ā/ /t/3. mind /m/ /ī/ /n/ /d/4. egg /ĕ/ /g/5. ice /ī/ /s/6. rush /r/ /ŭ/ /sh/7. fat /f/ /ă/ /t/8. shop /sh/ /ŏ/ /p/

1. bread /b/ /r/ / ĕ/ /d/

2. each /ē/ /ch/

3. see /s/ /ē/

4. bright /b/ /r/ /ī/ /t/

5. sash /s/ /ă/ /sh/6. new /n/ /oo/

7. bone /b/ /ō/ /n/

8. played /p/ /l/ /ā/ /d/


138

Which is easier for Phonological Awareness activities?

�Eight or ten?�Man or tan?�Eight or nine?�Cat or mice?

�Eight or ten?�Man or tan?�Eight or nine?�Cat or mice?


Bringing it all together with Read Alouds… especially in Pre-K/K

✦ How would you use a book to develop each area?

❖ Alphabetic knowledge (letter recognition/letter sounds)

❖ Phonological/phoneme awareness

• Select words you might practice blending and segmenting

• Divide words into onset and rime

• Divide words into individual phonemesHandout


✦ Select words you might practice blending and segmenting

✦ Divide words into onset and rime

✦ Divide words into individual phonemes

✦ Rank them from easiest to most difficult


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT




❖ oral expression



✦ Fluency



Another Activity…… to get you thinking about the relationship

between speech and print


A /ā/ B /b/ /ē/ C D E FG H I J K L M N O P Q R S T U V W X Y Z

Analyzing the Names of LettersWrite out the sounds within each of the letter names. The first two are done for you.


A /ā/ B /b/ /ē/ C /s/ /ē/ D /d/ /ē/ E /ē/ F /e/ /f/G /j/ /ē/ H /ā/ /ch/ I / ī/J /j/ /ā/ K /k/ ā/ L /e/ /l/ M /e/ /m/ N /e/ /n/ O /ō/P /p/ /ē/ Q /k/ /y/ /ōō/ R /r/ S /e/ /s/ T /t/ /ē/ U /y/ /o/ V /v/ /ē/ W /d/ /u/ /b/ /l/ /y/ /ōō/ X /e/ /k/ /s/ Y /w/ / ī/ Z /z/ /ē/

How did you do?


Analyzing the Names of Letters: What did you learn?

✦ How does knowing the names of the letters influence learning the sounds?

✦ Which letter sounds do you think children will find easiest to learn?


More background knowledge...

✦ Activity: #4-7 on page 4

Answers✦ #4 a. boot does not have the same vowel sound

as cook✦ #5 d. all of the above✦ #6 b. a syllable is a unit of speech organized

around a vowel sound✦ #7 (next slide)


Syllable Types

✦Closed (CVC) (pic-nic)

✦Open (CV) (ve-to)

✦Silent e (VCe) (de-bate)

✦Vowel team (re-frain)

✦R-controlled (en-ter)

✦Consonant-le (bot-tle)

✦Other (a-bove)


True or False?

Students must be able to orally segment and blend the phonemes in syllables with at least 4-5 phonemes before they can benefit from instruction in letter-sound correspondence.

ANSWER:

FALSE

(Teach letter-sound correspondence as soon as students can isolate a phoneme from a word.)


The ability to segment a spoken word into its phonemes is most directly related to:

a. the ability to sound out words

b. the ability to spell words

c. the ability to recognize sight words instantly

d. the ability to comprehend text

ANSWER:

b.

Also: The ability to blend a spoken word when given its phonemes is most directly related to sounding out words.


Phonics and Word Recognition: Definitions

✦ Phonics or Alphabetic Principle

❖ system by which symbols represent sounds in an alphabetic writing system (how speech maps to print)

❖ in other words, it is the relationship between orthographic and phonological processing

✦ Word Recognition

❖ broadly defined, phonics includes word recognition Handout


More Definitions✦ high frequency words

❖ words that appear frequently

❖ may be regular (decodable) or irregular (does not fit common patterns for letter-sound correspondence)

✦ sight words

❖ usually means high frequency words

❖ also means words recognized immediately, by “sight”

• with this definition, ALL words should become sight words Handout


Phonics/Word Recognition: Objectives✦ prerequisite skills

❖ phonemic awareness (at least a little) and letter recognition

✦ letter(s)-sound correspondence❖ includes common sounds for single letters and letter patterns

✦ word analysis❖ pronouncing words made up of taught patterns

✦ irregular “sight” words

✦ structural analysis (reading words with suffixes)

✦ syllable types

✦ flexible, strategic decoding of unknown wordsHandout


Phonics/Word Recognition: Sequencing and Assessing Skills

✦ skills overlap in a logical progression according to general principles (no one exact sequence)

✦ easier skills before more difficult skills

✦ more useful skills before less useful skills

✦ confusing letters and sounds separated

✦ cumulative review is extremely important

Handout


8. Letter Naming: in a random order, fluently say the names of printed letters

9. Letter-Sounds: fluently say the sounds for taught letters/patterns

10. Word Analysis: pronounce short vowel words in which each letter represents its most common sound and has been taught, and digraphs, taught long-vowel patterns, and taught r-controlled patterns (may not complete in K)

11. High-Frequency Words: fluently pronounce taught sight words

12. Application: read sentences made up of taught sight words and word patterns; apply a flexible strategy to determine unknown words

Phonics/Word Recognition: Sample Kindergarten Scope & Sequence


4. Letter-Sounds: fluently say the sound(s) a common sound for the featured letter or letter pattern

5a. Word Analysis: pronounce short vowel words in which each letter represents its most common sound, including VC/CVC/CVCC patterns and beginning with continuous sounds (ex: am, mat, mast)

5b. CVC/CVCC patterns (ex: cat, best)

5c. CCVC pattern (ex: stop)

5d. CCVCC pattern (ex: stamp)

5e. pronounce words made up of taught letter patterns

Phonics/Word Recognition: Sample 1st Grade Scope & Sequence


6. High Frequency Words: fluently pronounce taught sight words

7a. Structural Analysis: pronounce words formed by combining words made up of taught patterns and -s

7b. -s, -ed, and -ing (excluding CVCe words)

7c. CVCe words with -s, -ed, and -ing

7d. common contractions

7e. -er and -est

7f. y-derivative words formed by changing the y to i and adding -es and -ed

7g. pronounce y-derivative words formed by changing the y to i and adding -er and -est



8a. Syllable Types: pronounce multisyllabic words made up of the following patterns and syllable types: cvc-cvc (rabbit)

8b. cvc-cle (candle)

8c.open syllable pattern (cv, be; cv-cvc, begin)

8d. cvc-vc (cabin) and cvc-cvc

8e. Consonant Y (as in baby, candy)

8f. cv-cvc or cvc-vc

8g. syllable types cumulative review



9. Cumulative Review: pronounce words made up of taught patterns and syllable types

10. Strategic and Fluent Reading: during oral reading, when a word is unknown, apply a flexible strategy for determining the pronunciation of unknown words;orally read an ending first-grade level passage with appropriate prosody at a rate of at least 60 words per minute by the end of first grade

11. Strategic Reading: apply a flexible strategy for determining the pronunciation of unknown multisyllabic words



New SoundObj: say most common sound for featured letter



New SoundObj: say most common sound for featured letter and review most

common sounds of previously taught letters



Obj: pronounce short vowel words in which each letter represents its most common sound



Sound and Say WordsObj: pronounce short vowel words in which each letter represents its

most common sound and words made up of taught letter patterns



Read the Part/WordObj: read words made up of taught letter sounds



Obj: apply a flexible strategy for determining the pronunciation of unknown words



Build SentencesObj: put words together to make phrases or sentences

(cumulative review of taught sounds and words)



Assessing Phonics:Word Attack from Woodcock Johnson-III

tayedgrawlloastslukethrept

tiffnanroxzooplishdright

wheegmibgussplaunchquantriclindifysaist

joxfeapguspsnirkyosh


Word Attack Tests (such as Woodcock Johnson-III)

✦ Measure of phonics ability (nonsense words)

❖ tif�� nan�� rox�� zoop�� lish�� dright

✦ NOT dependent on context

✦ Strongest difference between good readers and poor readers

✦ Having students read Dr. Seuss is another way to assess students on these skills

✦ Did you ever have the feeling there’s a zamp in the lamp or a nink in the sink or a woset in the closet?

✦ Sometimes I am quite certain there’s a jertain in the curtain.

Handout


If a student is having difficulty reading nonsense words they probably need instruction in letter-sound correspondences and/or blending phonemes.

ANSWER:TRUE

True or False?


Phonics/Word Recognition: Teaching Techniques and Strategies

✦ vary according to stage of development

❖ see Ehri’s phases of word learning

✦ synthetic phonics (sound by sound) is critical

✦ reading by analogy can be useful when combined with synthetic phonics

✦ invented/developmental spelling and dictated spelling

✦ with practice, words become “sight words”

❖ fully specified orthographic representations Handout


Phonics/Word Recognition: Teaching Techniques and Strategies

✦ teach how skills are related to one another

✦ scaffold using a variety of techniques

❖ sequence

❖ mnemonic clues

❖ “stretch and connect” to model/scaffold blending❖ materials (key word cards, Elkonin boxes, chart with flexible

strategy steps)

✦ apply skills quickly

❖ teach a few letter sounds and then read and spell words made of those letter sounds

❖ read words in phrases and simple text Handout


© 2007 Mondo Pulishing. Used by permission.

Authors: J.H. Allor and C. Minden-Cupp

Handout




Handout


a. Look at the first letter in the unknown word and think about what would make sense.

b. Read on, then go back and use the context to try to determine the unknown word.

c. Sound out the word, then check it in context to be sure it makes sense.

d. Look at the picture and think about what would make sense.

e. All of the aboveawe haze could furl halfc. always good for a laugh

A struggling first grade reader stops on a word he does not know. Research on teaching struggling readers in first grade indicated that the best strategy to teach the student to use to read unknown words is to…




Handout

Example simple decoding strategy




Handout

Example more complex decoding

strategy


Phonics/Word Recognition: Teaching Techniques and Strategies for Students with Disabilities

✦ fundamentally, techniques and strategies are the same

✦ recognize short term memory problems

❖ /sss/aaa/t/, at -- common error

✦ monitor carefully and teach only most important skills

❖ know what to teach, when, and to whom

✦ keep language and activities consistent to reduce amount of language processing

❖ use of “formats”

❖ use of repetitive games and activities – use same game, substituting harder words/items (ex. BINGO)

Handout


Phonics/Word Recognition: Teaching Techniques and Strategies for Students with Disabilities

✦ need to be taught when to use skills❖ how skills relate to one another

❖ need to be shown that blending orally (PA) is what you are doing when you blend from print

✦ teaching every step explicitly, even when to drop out a step❖ need to be taught when not to use skills

❖ example: students with ID who have a difficult time simply saying a known word (rather than saying sounds first)

✦ use as many resources as possible for focused practice on target skills

✦ O’Connor (2007) is an excellent resource!Handout


True or False

It is better to focus a decoding lesson on one routine, such as word sorting, than to include several routines or activities in one lesson.

ANSWER: FALSE

Why? to make instruction more engaging judicious review


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT




❖ oral expression



✦ Fluency



Fluency Instruction: Definition and Objectives

✦ effortlessly identifying words with accuracy, speed, and prosody

✦ read a passage at designated grade level with prosody at a rate of ___ words per minute

✦ currently, research studies have not supported pushing students to read faster than 130 wpm, though many students read much faster

✦ goal is effortless reading with expression so comprehension is optimal

Handout


Fluency: The Concept of Automaticity

Automatic—a skill performed without conscious attention.

Automaticity—capacity for performance without conscious attention.

Handout


Fluency: Automaticity is Necessary…

For the fluent performance of any complex behavior, such as playing an instrument, playing a game, participating in a sport, driving a car, or typing.


Activity: List reasons why fluent reading is important.

Handout


Activity: List reasons why fluent reading is important.

✦ indicator of overall reading ability

✦ enables deeper processing of meaning

✦ motivating (can read faster, tend to read more, and continue to get better in reading)

❖ important for vocabulary development and overall learning

✦ ease in learning (can learn more in same amount of time)


Cascading Consequences: Self-perpetuating cycle!

Lack of fluency

Labored, inefficient reading

Lack of motivation

Lack of practice

Smaller vocabulary

Limited knowledge of academic words

Declining comprehension


Fluency: Sequencing and Assessing Skills

✦ use DIBELS ORF benchmarks

✦ do not push past 130 wpm

✦ DIBELS assesses in text at a goal level

✦ may also want to assess in text at current level of performance

✦ scores include wpm, accuracy, and observations of prosody

✦ practice should be on current level of performance

Handout


When to assess and how often?

✦ screening 3 times per year for everyone

❖ “check up”

✦ more frequent measurement for students below benchmark

❖ monthly, twice per month, or weekly

❖ depending on time

Handout


Assessing Fluency: Determining the Cause

✦ Proportion of words recognized “by sight”

✦ Variations in processing speed of known words

✦ Speed of recognition of “novel” words

✦ Use of context to speed word identification

✦ Speed of identification of word meaningsHandout


If Children Are Below Benchmark…

Additional diagnostic assessment is needed to determine:

A.phonological processing ability

B.letter name accuracy and speed

C.non-word reading (phonic word attack)

D.real words out of context

E.listening comprehension

F.vocabulary impacts fluencyHandout


Fluency is … ✦thermometer of overall reading health


Why is fluency a thermometer of overall reading health?

✦ highly related to student’s ability to comprehend

✦ linked to word analysis, vocabulary, and comprehension

✦ fluent readers are more likely to be fluent writers

Handout


Fluency: Instructional Techniques and Strategies✦ Selecting Text is CRITICAL

❖ between 90-95% accuracy

❖ 90% accuracy (no more than 1 out of every 10 words is incorrect)

❖ 95% accuracy (no more than 1 out of every 20 words is incorrect)

✦ oral reading with feedback is most effective

✦ may include work on subskills

✦ include goal setting and graphing

✦ Frequent, brief, distributed practice

✦ rereading

✦ peer tutoring Handout


Advantages of Charting Progress

✦ Motivating

✦ Small gains are visible.

✦ Steady growth over time is visible.

✦ Student is competing against him/herself only.

✦ Teacher can tell if improvement is occurring and can change something if it is not.

✦ A clear benchmark is in sight.

Handout


The Goal is MeaningAutomaticity is NEVER an end in and of itself!

§Speed is not the goal: pleasurable, engaged reading for meaning is the goal.

§Fluency is ONE prerequisite for comprehension; language processing, background knowledge, strategies are necessary as well.

Handout


Fluency: Scaffolding✦ During instruction, practice words before

reading connected text.

✦ Preview the content of the reading by talking about the main ideas.

✦ Read parts to the student that are too difficult.

✦ Ask student to scan text and read it to himself before reading aloud.

Handout


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT




❖ oral expression



✦ Fluency



Comprehension: Definition and Objectives✦ reading or reading comprehension:

“process used to associate meaning with printed symbols in order to understand ideas conveyed by the writer” (Collins & Cheek, 1999)

✦ involves

❖ Remembering information from text

❖ Reasoning about text

❖ Connecting information in text to information already known

❖ Analyzing and Synthesizing information

❖ Inferring authors intended message

✦ Objectives include retelling, answering literal and inferential questions, completing story maps, etc. Handout






Comprehension(LC) =


(RC)



D x LC = RC



So…Reading Comprehension is…✦the process of constructing meaning by

coordinating a number of complex processes, which include

❖fluent word reading,

❖an understanding of oral language,

❖world knowledge,

❖motivation,

❖efficient cognitive processing.Handout


a. Mr. Gonzales asks his third grade students to read a story from the reading series and answer the questions at the end of the story.

b. Mr. Gonzales has his students complete a worksheet in which they must find the main idea of paragraphs.

c. Mr. Gonzales teaches his students a method for determining the main idea of a paragraph and guides them in practice of this method until they can do it independently.

d. a and bANSWER:c

Which of the following is an example of comprehension strategy instruction?


a. Mr. Gonzales asks his third grade students to read a story from the reading series and answer the questions at the end of the story.

b. Mr. Gonzales has his students complete a worksheet in which they must find the main idea of paragraphs.

c. Mr. Gonzales teaches his students a method for determining the main idea of a paragraph and guides them in practice of this method until they can do it independently.

d. a and bANSWER:c

Which of the following is an example of comprehension strategy instruction?


Comprehension: Research on Selecting Skills and Assessing

✦ strategies generally tested with fourth graders or higher

❖ summarization, self-questioning, story structure/story maps, graphic and semantic organizers, and comprehension monitoring

✦ assumption is strategy instruction is not useful until skilled decoding is in place, though this assumption is largely untested

✦ assessment of comprehension is very complex and challenging

Handout


Before Reading Strategies

✦Activating background knowledge (K-W-L) Chart

✦Investigating text structure

✦Setting a purpose for reading✦Predicting text content

✦Reviewing and clarifying vocabulary

Handout


During Reading Strategies✦Establishing the purpose for each part of the reading

✦Self-monitoring

✦Visualizing

✦Summarizing

✦Confirming/rejecting predictions

✦ Identifying and clarifying key ideas (think about what’s read)

✦Questioning self

Handout


After Reading Strategies✦Assess if the purpose for reading was met

✦Paraphrase important information

✦ Identify the main idea and details

✦Make comparisons

✦Connect

✦Draw conclusions

✦Summarize

✦Analyze (Students make judgments and form opinions

using explicit information from the reading)Handout


The Teacher’s Role in Fostering Comprehension

✦MODEL, MODEL, MODEL

✦Think aloud

✦DON’T just stick to the literal; actively engage children’s higher-order thinking processes

✦Look at your curriculum objectives

Handout




Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT


Overview of the Day

Handout







A Close Look at General Instructional Strategies: Putting it all Together

✦ Increasing Intensity

✦ Differentiation

✦ Grouping

Handout


Key Factors in Increasing Intensity

✦ Intense

❖repeated practice across the day and across days

✦Appropriate

❖practice of key skills at appropriate difficulty level (high degrees of accuracy)

✦Motivating

❖Set goals to increase self-determination and

Handout


Intensity: Judicious Review

✦ adequate

✦ distributed

✦ cumulative

✦ varied

❖ Kame’enui, et al. (2003)

Handout


Teacher’s Role✦Plan and monitor intense, appropriate,

motivating, and meaningful practice

✦Practice during instruction is implemented by teacher

✦Practice outside instruction

❖Independent

❖Families

❖Peers

❖Paraprofessionals Handout


Increasing Intensity During Lessons✦Maintain a fast-pace

✦Use incentives to manage behavior and increase time on task

✦Tailor lessons to individual students/groups

❖Spend less time on clearly mastered skills and more time on challenging skills

❖Ex. Some of our students were doing great on letter-sound correspondences, but still struggling with phonemic awareness. Therefore, we reduced time spent on letter-sound correspondences, just reviewing briefly in each lesson or skipping that activity on some days

Handout


Use Technology Wisely

✦Remember key factors✦Letter Factory Video✦Websites❖Usually need support❖Quality varies

✦Etc.


Utilize existing resources

✦Use activities and materials from curriculum other than your primary curriculum

✦Remember Key Factors

Handout


Word Level Strategies✦High-Frequency Word Practice

❖Irregular (ex. was)

❖Regular (ex. can, did, had – Fry Word List)

❖Practice small sets of words in a variety of ways (example activities to follow)

❖Cumulative

❖Apply taught skills

Handout


Activities for Word Level ✦Puzzles✦Card Games❖Old Maid❖Concentration❖Go Fish


Sentence Level

✦Practice words in sentences in a variety of ways

❖Arrange words to create sentences (video on next slide)

❖Read sentences and match to pictures

❖Fill in the blank sentences

Handout


Video§Jacob

§IQ 44

§Williams’ Syndrome

§Video from 3rd year in our intervention

§At that point, he was in early to mid first-grade level

§During 4th year began to unitize words

§By the end of the study was reading approximately 30 words per minute


Increasing Intensity at the Text Level✦ Intensity

✦ Independent

✦Families, peers, paraprofessionals

✦ Selecting appropriate text

✦ Instructional Level = 90-95% accuracy

✦ http://www.lexile.com/findabook/

✦ http://www.readinga-z.com/

✦ Motivating

✦ Incentive programs

✦Tracking progress

✦Connect to ORF goals

✦ Meaningful

Handout


http://www.lexile.com/findabook/

http://www.lexile.com/findabook/

http://www.readinga-z.com/

http://www.readinga-z.com/

Increasing Intensity at the Text Level: Application Lessons

✦Prepare students for text with “application” lessons that teach them to transfer skills learned during instruction in primary curriculum to specific texts

✦Application Lessons are key activities from core curriculum using exact words in books students are being taught to read

✦Lessons use exact wording of strategies from curriculum

Handout



And back to word level…

§Identify words to practice from text

§Error analysis chart

§Arrows (post-it flags)

Word in Text Student said…

sat sitslip --

sport spot

Handout




EXAMPLE of Judicious Review✦adequate✦distributed✦cumulative✦varied

• importance of active student responses and high success rate

Handout


Instructional Arrangements: Research-Based Practices

✦ small vs. whole groups

✦ peer tutoring

✦ independent practice

✦ paraprofessionals and volunteers

✦ 3-Tiered Model: Revisited

Handout


Small Groups vs. Whole ✦ Whole/Large Groups

❖ time efficient

❖ preparation for future instruction or preview first

✦ Small Groups❖ easier to differentiate instruction

❖ likelihood of active engagement and on-task behavior increases

❖ easier to monitor students and provide immediate feedback

✦ Reality: instruction must be differentiated in all groups; the larger the group the more difficult this becomes

✦ Goal for all groups: active engagement on target objectives... instructional sweet spot

• Mercer & Mercer, 2001 Handout


Guidelines for Large Group Instruction

✦keep instruction short✦use questions, including choral or group

responses (response cards, unison responses)✦encourage active participation✦maintain a lively pace✦clear behavioral expectations✦use participation buddies (pair, share) or peer

tutoring✦use signals to avoid surprise call-ons

✦ Mercer & Mercer, 2001


Guidelines for Small Group Instruction

✦everything on previous slide✦make groups as homogeneous as possible✦maintain flexible groupings✦locate so teacher can scan entire classroom✦Mercer & Mercer, 2001


Providing extra practice…

✦ brief preview or practice prior to group

✦ brief review or practice after group

✦ “pocket children” (O’Connor, et al., 2005 & O’Connor, 2007)

✦ family involvement

✦ cross-age peer tutoring

✦ paraprofessionals and volunteers

✦ computer (be careful!)Handout


Peer Tutoring✦ increased opportunities to respond

✦ differentiation is facilitated

✦ strong research support for structured programs

❖ clear procedures and rules taught to tutors and tutees

❖ reciprocal roles

❖ pairing scheme

❖ active teacher monitoring and feedback Handout


Peer Tutoring Resources

✦ Classwide Peer Tutoring (Greenwood and others)

✦ Peer-Assisted Literacy Strategies for K (Mathes, Clancy-Menchetti, & Torgesen)

✦ Peer-Assisted Literacy Strategies for 1st Grade (Mathes, Torgesen, Allen, & Allor)

❖ www.sopriswest.com

✦ Peer-Assisted Learning Strategies (Fuchs and others)

❖ www.kc.vanderbilt.edu/palsHandout


Paraprofessionals and Volunteers

✦ procedures should be simple and repetitive, following clear routines

✦ training is needed

✦ Allor, J.H., Gansle, K.A., & Denny, R.K. (2006)

✦ Allor & McCathren, 2004

✦ Vadasy, et al., 2000

✦ Baker, et al., 2000

✦ Resources: www.sopriswest.comHandout


More on Differentiating Instruction

✦ provide scaffolding during group work

❖ example: most students write spelling words; scaffold for some students by providing them with letter cards

✦ differentiate expectations during group work

❖ varying difficulty of objectives (same skill, different levels of ability)

❖ example: include words for PA blending and segmenting practice of varying difficulty (sun, stamp)

❖ example: if spelling with letter tiles, give more advanced students a few extra tiles and challenge them to make a few more words while other students are working

Handout


Our Biggest Enemy: TimeUse time wisely,

because every minute countsThis means

✦ carefully choosing instructional materials based on what research suggests is most effective.

✦ reducing down time.

✦ arranging instruction that increases each individual child’s time actively engaged in reading and reading related activities that are in their “sweet spot”.

Handout


Questions:________________________________________________________________________________________________________________________________________

Main Ideas:________________________________________________________________________________________________________________________________________


STOP AND REFLECT


For More InformationDr. Jill H. Allor

Department of Teaching and LearningSchool of Education and Human Development

Southern Methodist University

www.smu.edu

Handout


http://www.smu.edu

http://www.smu.edu

Documents

Practical, Research Based Strategies for Meeting the Needs ...faculty.smu.edu/jallor/uploads/2/2/3/...2013_slides...3. inventory of speech sounds c. grapheme 4. written representations