RTI For Literacy:Considerations for

Research-based Curriculum and Instruction

Stephanie A. Spadorcia, Ph.D.

Lesley University

February 2009

Whole-to-Part Model of Silent Reading Comprehension

James W. Cunningham (1993)

Print Processing Beyond Word Identification

Language

Comprehension

Word Identificati

on

Silent Reading Comprehension

To Do

• Fill out salmon LUnTCh

• Action planning on last page

• Homework:

Word Identificati

on

Silent Reading Comprehension

Automatic Word Identification

Mediated Word Identification

Levels of Word Identification Instruction

• Sight Words• Single syllable

decoding• Multi-syllabic

decoding- chunking• Polly-syllabic

decoding- larger chunking

• Vocabulary

• Word Wall• Making Words• Systematic

Sequential Phonics• Making Bigger

Words• Nifty-Thrifty Fifty• (Cunningham &

Hall)

Phonics instruction is only beneficial when provided alongside opportunities to

independently read connected texts.

Therefore phonics instruction alone is not a whole reading program.

Particularly for students beyond early grades, other elements need to be

added.http://www.nifl.gov/nifl/pfr.html

What does this mean for the District Level?

• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.

• Providing professional development in appropriate strategies for word identification across grades

• Providing materials that support teachers in teaching word identification across grades

What does this mean for the School Level?

• In any given school, there must be a range of alternative word identification instructional strategies and programs to support students who struggle in the general classroom setting.

• Specialized programs and strategies• Wide range of materials• Decision-making about scheduling• Team building and coordinating to ensure

individual students’ needs are met

What does this mean for the Classroom Level?

• In any given classroom, the teacher must provide comprehensive instruction that addresses all of the processes, skills and dispositions in order to meet diverse needs.

• Range of instructional approaches to word identification

• Materials that are easy to read to allow students to practice word fluency

• Regardless of grade level, students need word instruction

Language

Comprehension

Silent Reading Comprehension

Knowledge of the World

Knowledge of Text Structures

What is necessary for effective comprehension instruction?

• Teacher-directed

• Comprehension purposes

• Appropriately leveled texts

• Discussion, writing

• Multiple genres

Comprehension Lesson Framework

• Select purpose

• Build background knowledge

• Introduce vocabulary (for that text)

• Read for sustained period of time

• Perform task to fulfill purpose

• Give feedback

Vocabulary• Refers to words we use expressively in

speaking and writing, as well as receptively through listening and reading.

• Students must call upon their knowledge of individual word meanings to make sense of connected text.

• Broad knowledge of vocabulary becomes increasingly important as more difficult and less familiar topics are encountered in text.

Vocabulary Instruction• Vocabulary is learned primarily through indirect

means– Engaging in oral conversation in classrooms– Listening to others read (by adults or peers)– Reading independently and extensively

• Direct methods also support vocabulary learning, but to a lesser degree– Teaching words specific to selected text – Repeated exposures to words in multiple contexts– Using context clues when reading

Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html

Oral language, hearing others read aloud, and discussion are

the most effective means of supporting vocabulary growth.

Put Reading First: The Research Building Blocks for Teaching Children to Read

http://www.nifl.gov/nifl/pfr.html

What does this mean for the District Level?

• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.

• Valuing effective comprehension instruction• Allowing teachers to make decisions about which texts

(novels, short stories, magazines) are most effective• Supporting professional development in comprehension

strategy instruction• Providing a wide range of reading materials across

settings

What does this mean for the School Level?

• In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting.

• Specialized programs and strategies• Wide range of materials--that are easy to read and

comprehend• Allowing enough time for effective comprehension

instruction to occur • Team building and coordinating to ensure individual

students’ needs are met

What does this mean for the Classroom Level?

• In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for the diverse needs of students.

• Consistent use of strategies across texts• Multiple genres• Book groups/literature circles• Careful grouping of students• Materials that are so easy to read they can’t help

but comprehend them• Across all grade levels--comprehension

instruction

Print Processing Beyond Word Identification

Silent Reading Comprehension

Eye-Moveme

nts

Inner-Speech

Print-to-Meaning

Links

Projecting

Prosody

Integration

“Automaticity (automatic word recognition) is necessary, but

not sufficient for fluency.”

Put Reading First: The Research Building Blocks for Teaching Children to Read

http://www.nifl.gov/nifl/pfr.html

Fluency• Fluency is the ability to read accurately and quickly.• Fluency involves reading with expression in a natural

manner; and carries over from oral to silent reading.• Fluency involves accurate and automatic reading of

individual words and grouping of words to support meaning.

• The goal of fluency is being able to read connected text in a natural manner, in order to access comprehension.

• Fluency is about reading entire texts, not just words in isolation.

Fluency is Dependent Upon

• Efficient phonics instruction offered in other parts of the day.

• Familiarity with the words in the text.• The text itself and its relative difficulty, topic familiarity, and

overall written structure. Knowing words in isolation does not automatically mean a

reader will know them in print. Developing fluency requires access to texts every day that

you can read; in oral and repeated fashions as well as in independent reading time.

http://www.nifl.gov/nifl/pfr.html

What does this mean for the District Level?

• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.

• Valuing effective comprehension instruction• Allowing teachers to make decisions about which texts

(novels, short stories, magazines) are most effective• Supporting professional development in comprehension

strategy instruction• Providing a wide range of reading materials across

settings

What does this mean for the School Level?

• In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting.

• Specialized programs and strategies• Wide range of materials--that are easy to read and

comprehend• Allowing enough time for effective comprehension

instruction to occur • Team building and coordinating to ensure individual

students’ needs are met

What does this mean for the Classroom Level?

• In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for meet diverse needs of her students.

• Consistent use of strategies across texts• Multiple genres• Book groups/literature circles• Careful grouping of students• Materials that are so easy to read they can’t help but

comprehend them• Across all grade levels--comprehension instruction

Independent Reading and Writing

Comprehension InstructionWord

Instruction

Silent Reading Comprehension

Teaching students to use literacy to access the world.