“ “When Older Students When Older Students Can’t Read” by Louisa Can’t Read” by Louisa

MoatsMoatsPredict/Question/Infer strategy from Predict/Question/Infer strategy from

OczkusOczkus(during reading, good readers look for (during reading, good readers look for

answers to our questionsanswers to our questionsSome questions could be answered in Some questions could be answered in

the text/others are answered by inferring the text/others are answered by inferring (I think/I wonder) (I think/I wonder)

Discussion (and we’ll continue Discussion (and we’ll continue application to our student cases from application to our student cases from

the Yopp-Singerthe Yopp-Singer

Discussion on Readings: Discussion on Readings:

Santa/Hoien article: “An Assessment of Santa/Hoien article: “An Assessment of Early Steps: A Program for Early Early Steps: A Program for Early Intervention of Reading Problems”Intervention of Reading Problems”

Questions about word study Questions about word study implementation? Components covered?implementation? Components covered?

Stahl article Stahl article Rasinski, listing for components of good Rasinski, listing for components of good

phonics intervention with reading phonics intervention with reading programmingprogramming

Diagnostic TestingDiagnostic Testing

Yopp-Singer Test of Phoneme Yopp-Singer Test of Phoneme Segmentation, discussion, insightsSegmentation, discussion, insights

Subtests from Comprehensive Subtests from Comprehensive Reading InventoryReading Inventory

Appropriateness of Reading Appropriateness of Reading Materials: Readability Materials: Readability

FormulasFormulas Two components to estimate difficultyTwo components to estimate difficulty **Word Difficulty (by estimating the **Word Difficulty (by estimating the

frequency of use or word length)frequency of use or word length) **Sentence Complexity (most often **Sentence Complexity (most often

measured by sentence length)measured by sentence length) Allington: both these have same Allington: both these have same

complexity: “John went to the store. He complexity: “John went to the store. He bought some candy.” & “Candy some bought some candy.” & “Candy some bough he. Sotre the to went John”. bough he. Sotre the to went John”. (doesn’t account for whether text is well (doesn’t account for whether text is well written or even makes sense!!!)written or even makes sense!!!)

Readability Formulas: Readability Formulas: EstimatesEstimates

Account for picture support, child’s Account for picture support, child’s interest, student’s prior knowledgeinterest, student’s prior knowledge

Accelerated Reader & Reading Counts- Accelerated Reader & Reading Counts- large supply of books rated for difficultylarge supply of books rated for difficulty

Text books are produced using readability Text books are produced using readability formulas; based on sentence length, so: formulas; based on sentence length, so:

Authors may omit conjunctions! (Then Authors may omit conjunctions! (Then relationships between ideas have to be relationships between ideas have to be inferred and it’s really more difficult!) inferred and it’s really more difficult!)

Leveling BooksLeveling Books

Marie Clay (Reading Recovery) made Marie Clay (Reading Recovery) made us aware of book leveling in first us aware of book leveling in first gradegrade

Fountas & Pinnell have Fountas & Pinnell have Matching Matching Books with ReadersBooks with Readers (Heinemann) (Heinemann) with 7,500 titleswith 7,500 titles

Many types of book leveling-Many types of book leveling-misleading to parents!misleading to parents!

How to Level a BookHow to Level a Book Use a bench mark text –texts representing different grade Use a bench mark text –texts representing different grade

levels or segments of a grade level – beginning second, etc.levels or segments of a grade level – beginning second, etc. Skim through book (page format, type size, sentence Skim through book (page format, type size, sentence

length, topic familiarity, vocabulary familiarity, story length, topic familiarity, vocabulary familiarity, story predictabilitypredictability

Find a benchmark book that closely approximates the Find a benchmark book that closely approximates the difficulty of the book to be leveleddifficulty of the book to be leveled

Have book leveling “parties” with teachers – teachers Have book leveling “parties” with teachers – teachers become more expert at leveling & they could monitor book become more expert at leveling & they could monitor book difficulty across the year—enhanced sensitivity to book-kid difficulty across the year—enhanced sensitivity to book-kid matching problem; can do it with class librariesmatching problem; can do it with class libraries

Once child is reading, you can see if book is a good “fit”; Once child is reading, you can see if book is a good “fit”; Indications that book is too hard: subvocalizing can be Indications that book is too hard: subvocalizing can be

indication that book is too challenging; book too close to indication that book is too challenging; book too close to face; brow furrowed, mentally or physically ‘wandering’ –all face; brow furrowed, mentally or physically ‘wandering’ –all indications the book’s too hardindications the book’s too hard

Better Estimate of Better Estimate of Appropriateness of Text for a Appropriateness of Text for a

Child Than Readability Child Than Readability Formulas?Formulas? Modification of running records to determine accuracy of Modification of running records to determine accuracy of

word recognition in context word recognition in context Note fluency– good, fair, poorNote fluency– good, fair, poor Put check mark for words correct & ‘x’ for incorrect words; Put check mark for words correct & ‘x’ for incorrect words;

every time a child begins a new line, drop down & begin a every time a child begins a new line, drop down & begin a new row of checks & ‘x’es. new row of checks & ‘x’es.

Then calculate the overall accuracy (number of words read Then calculate the overall accuracy (number of words read correctly divided by total words in passage.correctly divided by total words in passage.

**Regular monitoring of difficulty, or lack of it, that students **Regular monitoring of difficulty, or lack of it, that students experience is a component of effective instruction.experience is a component of effective instruction.

Class libraries should be stocked—10-15 books per child; Class libraries should be stocked—10-15 books per child; reflecting cultural genres in the schoolreflecting cultural genres in the school

Jim Trelease – Jim Trelease – Read Aloud HandbookRead Aloud Handbook has seen rain gutters has seen rain gutters used to display outside of books//// Our basket, “You just used to display outside of books//// Our basket, “You just GOT to read it”GOT to read it”

Word Recognition in Word Recognition in IsolationIsolation

Word Lists on QRI – quick way to determine Word Lists on QRI – quick way to determine starting point for reading passagesstarting point for reading passages

Word Lists measure accuracy of word Word Lists measure accuracy of word identificationidentification

Speed & automaticity of recognitionSpeed & automaticity of recognition Determine starting point for reading passagesDetermine starting point for reading passages Start at Pre primer – some say start two grade Start at Pre primer – some say start two grade

levels below actual students’ grade levellevels below actual students’ grade level

Word ListsWord Lists

How accurate are they at identifying How accurate are they at identifying words?words?

How automatic when identifying How automatic when identifying words?words?

What decoding strategies are used by What decoding strategies are used by the student?the student?

Is there a difference between their Is there a difference between their performance on words in isolation & performance on words in isolation & words in context?words in context?

Administering Word ListAdministering Word List

Read directions for word lists to Read directions for word lists to studentsstudents

Scoring: identified automatically Scoring: identified automatically (with a second) OR identified by (with a second) OR identified by delayed (sounded out or delayed) delayed (sounded out or delayed)

Self correction: write SC & count as Self correction: write SC & count as correctcorrect

Administering Word ListAdministering Word List

Find independent, instructional and Find independent, instructional and frustration levelsfrustration levels

90% and above, 18-20 words90% and above, 18-20 words 70-89%, instructional70-89%, instructional Less than 70%, frustrationLess than 70%, frustration Determining basal & ceiling – move onto Determining basal & ceiling – move onto

next grade level word list until frustration next grade level word list until frustration level is reached; back up one grde level level is reached; back up one grde level word list until independent level is reached. word list until independent level is reached.

WORD LISTS: Give it a try! WORD LISTS: Give it a try!

Word Recognition in Word Recognition in ContextContext

Difference between running records & record of Difference between running records & record of oral readingoral reading

Miscue chart (for total accuracy) p.72, QRI-4Miscue chart (for total accuracy) p.72, QRI-4 Omission – circle the wordOmission – circle the word Insertion – mark carot and write the word insertedInsertion – mark carot and write the word inserted Self correction – write miscue and mark with SCSelf correction – write miscue and mark with SC Reversal – show transposition of two words with Reversal – show transposition of two words with

squiggly symbolsquiggly symbol Total accuracy – count all miscues as errors – Total accuracy – count all miscues as errors –

insertions, omissions, substitutions, reversals, insertions, omissions, substitutions, reversals, and self-correctionsand self-corrections

Word Recognition in Context, Word Recognition in Context, continuedcontinued

Total AccuracyTotal Accuracy Total Acceptability – some errors are Total Acceptability – some errors are

acceptable if they do not change the acceptable if they do not change the meaning or distort passage meaning meaning or distort passage meaning (Meaning changes – best predictor) – (Meaning changes – best predictor) – another way to scoreanother way to score

Counting Oral ErrorsCounting Oral Errors

Total Accuracy – count all errorsTotal Accuracy – count all errors Do not count: repetitions, hesitations, or Do not count: repetitions, hesitations, or

omission of punctuation (for total accuracy) omission of punctuation (for total accuracy) Proper names: one error if consistently the Proper names: one error if consistently the

samesame Same miscue on the same word with no Same miscue on the same word with no

meaning change = one errormeaning change = one error Articulation/dialect error: no errorArticulation/dialect error: no error

Scoring: Accuracy Word Scoring: Accuracy Word Recognition in ContextRecognition in Context

Subtract the number of errors from the Subtract the number of errors from the total number of words listed at the end total number of words listed at the end of the storyof the story

DivideDivide Independent 98% accuracy or aboveIndependent 98% accuracy or above Instructional 90-97% accuracy (I would Instructional 90-97% accuracy (I would

say more like 95-97% on most IRIs)say more like 95-97% on most IRIs) Frustration – less than 90% accuracyFrustration – less than 90% accuracy

Beginning ReadersBeginning Readers

From concept of word through first grade From concept of word through first grade readingreading

Still importance of fluency for those Still importance of fluency for those readersreaders

Silent reading begins at the end of first Silent reading begins at the end of first grade; then transitional readergrade; then transitional reader

Fluency should be 40% of the time for Fluency should be 40% of the time for beginning readers---really critical in first beginning readers---really critical in first gradegrade

FluencyFluency

Means accurate & fast reading at word level, Means accurate & fast reading at word level, with good prosody (expression)with good prosody (expression)

Demonstrated links between fluency & Demonstrated links between fluency & comprehensioncomprehension

Fluency can be developed by rereading of Fluency can be developed by rereading of texts; has positive effects on comprehensiontexts; has positive effects on comprehension

Fluency should be a goal for struggling Fluency should be a goal for struggling readers – could do more higher order readers – could do more higher order literacy tasks when material is read literacy tasks when material is read accurately, fluently and with reasonable accurately, fluently and with reasonable recall of text contentrecall of text content

FluencyFluency

Famous J.Samuels article – have the graphFamous J.Samuels article – have the graph Talks about the only way a word can be comprehended, Talks about the only way a word can be comprehended,

given time limitation and attentional capacity was that given time limitation and attentional capacity was that some parts had to be automatic; Less mature readers some parts had to be automatic; Less mature readers expend more capacity---LaBerge & Samuels said: expend more capacity---LaBerge & Samuels said: distributed practice better than mass practice! distributed practice better than mass practice!

Strange piece of article reading it today: lots of attention Strange piece of article reading it today: lots of attention on VISUAL analysis & perceptual learning of letters (the on VISUAL analysis & perceptual learning of letters (the psychology of the day back in 1974)psychology of the day back in 1974)

Velluntino (1979) summarized the evidence that reading Velluntino (1979) summarized the evidence that reading disabilities represented more about verbal impairments—disabilities represented more about verbal impairments—not visual –especially at the word level –the verbal is very not visual –especially at the word level –the verbal is very key to understanding reading—both disabled reading and key to understanding reading—both disabled reading and skilled readingskilled reading

Fluency, continuedFluency, continued

For really troubled beginning readers, phonics is not going to be For really troubled beginning readers, phonics is not going to be enough to assure fluent reading; NICHD concluded that more enough to assure fluent reading; NICHD concluded that more phonics is required for fluency to develop – from brain imagery phonics is required for fluency to develop – from brain imagery workwork

Systematic phonics: helpful in promoting fluency in some at risk Systematic phonics: helpful in promoting fluency in some at risk readers; not panacea for all struggling readersreaders; not panacea for all struggling readers

Shayowitz, 2002: for mature readers, activate a set of three sites Shayowitz, 2002: for mature readers, activate a set of three sites on the left side of the brain more reliably than readers with on the left side of the brain more reliably than readers with dyslexia & that dyslexic show impairment in these areasdyslexia & that dyslexic show impairment in these areas

Message from brain research: probably some individuals with Message from brain research: probably some individuals with brain differences that preclude them from becoming fluent brain differences that preclude them from becoming fluent readers – unfamiliar words disrupt reading, even if memorize readers – unfamiliar words disrupt reading, even if memorize many wordsmany words

General intelligence should be considered: Shayowitz observed General intelligence should be considered: Shayowitz observed that as a group, those who learned to compensate were slightly that as a group, those who learned to compensate were slightly above average in intelligence ; the compensating readers did above average in intelligence ; the compensating readers did about as well as nonimpaired adults on comprehension measuresabout as well as nonimpaired adults on comprehension measures

Fluency Studies, continuedFluency Studies, continued

Studies on phonologically based interventions: Studies on phonologically based interventions: better word recognition & slightly faster reading better word recognition & slightly faster reading as well as very slightly better comprehension as well as very slightly better comprehension after 1 year interventionafter 1 year intervention

Slow verbal processing speed can impair fluency Slow verbal processing speed can impair fluency for some readers; process impairs the speed of for some readers; process impairs the speed of decoding, even though it is not rooted in decoding, even though it is not rooted in phonological ability; processing speed biologically phonological ability; processing speed biologically based difference between children; implications based difference between children; implications for whether fluency can develop with practicefor whether fluency can develop with practice

Univ. of Kansas Study: individual differences with Univ. of Kansas Study: individual differences with reading disabled: generally process verbal reading disabled: generally process verbal information more slowly than other childreninformation more slowly than other children

More on FluencyMore on Fluency

Can be developed in the classroom with repeated Can be developed in the classroom with repeated readings and teacher feedback; readings and teacher feedback;

Kuhn & Stahl (2003) said that adult assistance was Kuhn & Stahl (2003) said that adult assistance was quite important with respect to increasing fluency; quite important with respect to increasing fluency; simple repeated readings by a child would not get as simple repeated readings by a child would not get as good results as repeated readings with adult good results as repeated readings with adult assistanceassistance

Evidence that readers should confront more Evidence that readers should confront more challenging rather than easy texts as they challenging rather than easy texts as they experience fluency instructionexperience fluency instruction

Biemiller & Slonim (2001) – have analysis to identify Biemiller & Slonim (2001) – have analysis to identify words understood by 80% of children at each grade words understood by 80% of children at each grade level; by 2level; by 2ndnd grade, children should know 5000 root grade, children should know 5000 root words; After that they gain 1000 words/yearwords; After that they gain 1000 words/year

Fluency, continuedFluency, continued

Rapid automatic decoding improved Rapid automatic decoding improved comprehension; probably by freeing up comprehension; probably by freeing up short term capacity for comprehensionshort term capacity for comprehension

Prosody – little attention played in Prosody – little attention played in fluent reading; rereading tends to fluent reading; rereading tends to increase prosody – other approaches increase prosody – other approaches like modeling by teacher seems to not like modeling by teacher seems to not have as much impact have as much impact

Final NotesFinal Notes

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) – DIBELS (Dynamic Indicators of Basic Early Literacy Skills) – has been deployed widely at primary and now upper levels has been deployed widely at primary and now upper levels to measure the speed of accurate reading; children can to measure the speed of accurate reading; children can read with great speed & accuracy and yet not recall many read with great speed & accuracy and yet not recall many ideas in the text---raises real issues (some think reason to ideas in the text---raises real issues (some think reason to reexamine the validity of the instrument in regard to skilled reexamine the validity of the instrument in regard to skilled readingreading

Kids learn to be better readers by utilizing comprehension Kids learn to be better readers by utilizing comprehension strategies – huge gains in achievement; many kids in strategies – huge gains in achievement; many kids in studies were far from being fluent readers, but using studies were far from being fluent readers, but using comprehension strategies more than made up for lack of comprehension strategies more than made up for lack of fluencyfluency

Encourage extensive reading Encourage extensive reading Books on Tape – special services or Recordings for the Blind Books on Tape – special services or Recordings for the Blind

& Dyslexic in Princeton, New Jersey & Dyslexic in Princeton, New Jersey