Scientifically Based Reading

Scientifically Based Reading
The Critical Links between Oral Language Development, Early Literacy, And Reading This presentation is about the LINKING of basic ideas into a framework for thinking- for stimulating language across all grade levels and to assist in planning reading instruction and curriculum and interventions. Illinois ASPIRE 2009

Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education
Project Goal : Establish and implement a coordinated, regionalized system of personnel development that will increase school systems’ capacity to provide early intervening services [with an emphasis on reading], aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance. Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources. Illinois ASPIRE 2009 2

Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education
Objectives: Deliver research-based professional development and technical assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC). Increase the participation of parents in decision-making across district sites. Incorporate professional development content into higher education general and special education preservice & graduate level curricula. Evaluate the effectiveness of project activities. Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources. Illinois ASPIRE 2009 3

ACKNOWLEDGMENTS Dr. Ed Kame’enui Dr. Mark Shinn Dr. Deborah Simmons Dr. Barb Curl Dr. Roland Good Dr. Madi Phillips Dr. Joseph Torgesen Dr. Corinne Harmon Dr. Marcia Kosanovich Dr. Melissa Bergstrom Dr. Sharon Vaughn Dr. Amy Dahlstrom Klainer Dr. Reid Lyon Dr. Sally Shaywitz Dr. Louisa Moats Dr. Barbara Foorman Dr. Paula McGuire Dr. Viorica Marian Florida Center for Reading Research National Reading Panel Oregon Reading First/University of Oregon National Center on Student Progress Monitoring WE WISH TO THANK THESE PANELS, INSTITUTIONS, AND INDIVIDUALS FOR SHARING THEIR KNOWLEDGE AND WISDOM. Illinois ASPIRE 2009

Scientifically Based Core Reading Programs
Trophies and Story Town, published by Harcourt Reading Street, published by Scott Foresman (Sidewalks is intervention kit) A Nations’s Choice, published by Houghton Mifflin Treasures, published by Macmillan/McGraw-Hill (Triumphs is intervention kit) Open Court, published by SRA Reading Mastery Plus. published by SRA Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, Illinois ASPIRE 2009

The focus of our presentation will be on the Science of Reading and the art of teaching it. We will go from oral language development, to early literacy and the learning to read phase…to reading and the reading to learn phase. We are hoping to address the Reading War issues, what both camps emphasize in reading instruction and why both are correct and that merging the two camps is Best Practices in reading. What we know from Science is that some .children acquire the skills for learning to read relatively easily….statistics say approx. 60% , but that other students 20-40% need Very explicit and systematic instruction to acquire the skills to learn to read. Why are we having this breakout that reinforces these obvious fact: Illinois ASPIRE 2009 6

HOUSTON, WE HAVE A PROBLEM.
We want to start with evidence that What it is we’ve been doing isn’t working for struggling readers. Illinois ASPIRE 2009

Childrenofthecode.org Illinois ASPIRE 2009

can’t imagine that anyone would NOT agree with these statements
can’t imagine that anyone would NOT agree with these statements. And that we all want all students to become literate adults/proficient readers. That this skill is essential for a full productive life. Illinois ASPIRE 2009

The urgency of addressing and correcting this Reading Crisis that impacts so many is evident. We must change and base our reading instruction on the Science of reading vs. a belief system or philosophy. Illinois ASPIRE 2009

The Obvious: Why we need to change our practices.
Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills. Prevention of reading problems is far more effective and humane than trying to remediate after children fail. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children. The National Reading Panel and many national reading experts have also told us WHAT WE NEED TO DO. The question is WHY AREN’T WE DOING IT? Illinois ASPIRE 2009

The Hypothesis: As SLPS and reading teachers, we are not all aware of the Critical Links between Oral Reading Development, Early Literacy, and Reading. Without this understanding, Science will not drive our practices. Instead, a belief/philosophical system may. When a Belief/Philosophical system vs. Science drives reading instruction, we are not teaching ALL students all the skills-to-mastery they need to become proficient readers. Illinois ASPIRE 2009

The Language Continuum
Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency So let’s take a closer look at the links between oral language development and learning to read. Illinois ASPIRE 2009

Advanced Organizer Links between Language and Literacy-
Oral Language Development- Early Literacy Development- Learning to Read and Reading to Learn- ELL- Language and Reading Disorders- Effective Reading Programs- Q & A Illinois ASPIRE 2009

1. The Science of Language/ Language Hierarchy
Writing (Language in print/Output) Reading (Language in print/Input) Expressive Language (Speaking/Output) Llet’s begin with what we know- Big Picture- about the language hierarchy. Language is a continuum from our inner language/thinking to receptive language/what we understand/input to expressive language/output and then a parallel system of language in print: reading/input and writing/output. Receptive Language (Listening and Understanding/Input) Inner Language (Experiences-Basis for Comprehension) Illinois ASPIRE 2009

Reading and Writing are forms of Language..…
“The print on any page is a visual representation of language form and structure….When we teach reading and writing, we are teaching language at one or all of its many layers. Reading, after all, is not an exercise in recitation of words, but a translation of speech to print to meaning that is mediated by the language centers of the brain. Language itself is the substance of reading instruction.” (Moats, 2000, p. 2) This slide is to reinforce and emphasize this language continuum and that reading is simply language in print. We go from speech to print to meaning. Illinois ASPIRE 2009

What children bring to the printed page is knowledge of spoken language…
“Students without awareness of language systems will be less able to sound out new words when they encounter them, less able to spell, less able to interpret punctuation and sentence meaning, and less able to learn new vocabulary words…” (Moats, 2000, p. 2) As we go from speech/oral language to print to meaning, it is essential that students acquire knowledge of our language, its structure so that they acquire a ‘symbol system’…and Learn to Read. Illinois ASPIRE 2009

The Science of Language Development and Reading and their Critical Links
Each has its own Developmental Sequence. The difference is that Language develops naturally. Reading does not. It must be explicitly and systematically taught. we will expand on the science of language and reading. We want to emphasize this close link between them. A major difference is that one occurs naturally for most children; the other-reading- needs to be explicitly taught. Reading does not occur naturally for most children. Illinois ASPIRE 2009

2. The Language Continuum
Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Semantics -Syntax -Pragmatics So, let’s expand on and look at the language continuum more closely. Oral language merges and overlaps with early literacy which merges and overlaps with skills needed to learn to read which merges and overlaps with skills needed to Read to Learn. When there are skills-holes in this continuum, children are much less likely to become proficient readers. We will reinforce Big Ideas again: Illinois ASPIRE 2009

Language Four Components:
Phonology: Language sounds and their perceptions Vocabulary: Meaning of words; Semantics Syntax and Grammar: Structure of language Pragmatics: The appropriate use of language So, starting with Oral Language development and the basics Illinois ASPIRE 2009 Hart Paulson, 2009

Hart Paulson, 2009 Here they are again and what each does.
Illinois ASPIRE 2009 Hart Paulson, 2009

Oral language development skills of phonology leads to these skills for reading and writing. Vocabulary development- knowing words and meanings- are needed to build these reading and writing skills. Illinois ASPIRE 2009 Hart Paulson, 2009

Illinois ASPIRE 2009 Hart Paulson, 2009

So, this strong and critical relationship between oral language and print/written language is part of the science of reading. Young children use oral language skills to learn to read. Older children use knowing how to read to further their learning- reading to learn. Learning to Read requires that students can crack the code and know the alphabetic principle. Illinois ASPIRE 2009 Hart Paulson, 2009

The Language Continuum/ Language-Literacy Connection
All SLPs, Reading teachers, including teachers of ELL students need knowledge of our language structures and the processes/science of reading development. All teachers need insight into ‘our symbol system’ in order to teach children acquisition of our language ‘code’. Learners are dependent on systematic learning of our symbol system. (p. 4, Moats, 2009) This is important information so we all influence oral language development and reading best practices in our schools. Illinois ASPIRE 2009

Everything about Reading is about Language Development.
Everything about learning to read is based on language development. Illinois ASPIRE 2009 Everything about Reading is about Language Development.

3. EARLY LITERACY DEVELOPMENT
Illinois ASPIRE 2009

Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Lang. Dev. -Semantics -Phon. Process. -Syntax -Print Knowledge -Pragmatics So let’s take a closer look at the links between oral language development and learning to read. Illinois ASPIRE 2009

Humans have devised systems of written symbols to represent sounds, syllables, and morphemes of spoken language. Alphabets, systems that use symbols for individual speech sounds, were invented little more than 3,000 years ago. It is understandable, then, that learning to read is not as natural or biological “wired in” as are speaking and listening and that reading must be taught directly to most children. Learning to read and write are much more challenging for most of us than learning to speak. (Moats, 2000, p. 3) Again, learning to read is not a natural process.. We need to explicitly teach that are written symbols directly represent sounds that fit together to make words. Illinois ASPIRE 2009

We now we are looking at how oral language merges and overlaps with early literacy and reading to learn. The Early Reading skills were all identified and highlighted by the National Reading Panel. They have helped so much in helping us understand the science of reading. Illinois ASPIRE 2009 Hart Paulson, 2009

Here’s what we do to help students go from speech to print
Here’s what we do to help students go from speech to print. Notice: phonemic awareness and alphabet knowledge, which is sound-symbol relationships, or phonics. Illinois ASPIRE 2009 Hart Paulson, 2009

And we know from the National Early Literacy Panel that these underlying, critical skills need to be taught in systematic, sequential, explicit ways, using direct instruction (I do, We do, You do) Hart Paulson, 2009 Illinois ASPIRE 2009

The link between early language and early literacy is so strong that we can begin to predict at an early age who will have reading difficulties. Illinois ASPIRE 2009 Hart Paulson, 2009

We predict reading strugglers by looking at their oral language development…which includes phonemic awareness and understanding of the alphabetic principle. Illinois ASPIRE 2009 Hart Paulson, 2009

4. LEARNING TO READ and READING TO LEARN
Barb Illinois ASPIRE 2009

5 BIG IDEAS IN READING “We now KNOW how to help almost all children become accurate and fluent readers by third grade.” Dr. Joseph Torgesen, Florida Center for Reading Research Illinois ASPIRE 2009 39

Systematic and explicit!!
“The 5 Big Ideas is what reading instruction and intervention planning is all about.” (Dr. Joseph Torgesen, Florida Center for Reading Research) Taught by methods that are… Systematic and explicit!! Phonemic Awareness Identifying words accurately and fluently Phonics Fluency Constructing meaning once words are identified Vocabulary Comprehension strategies Illinois ASPIRE 2009

The Reading War should be over…
The Reading War should be over…. There is a strong relationship between PA, Phonics, Fluency, Vocabulary, and Comprehension Learning to Read Phonemic Awareness Phonics/Automatic and fluent word recall Vocabulary and Comprehension are not ignored in this phase- done through oral language activities, read alouds Reading to Learn Vocabulary Comprehension Phonics is not ignored in this phase- still teaching students word analysis skills for reading multi-syllabic words. FLUENCY Students need all of this- the right doses at the right time. Illinois ASPIRE 2009 41

The Reading War should be over….
Reading to Learn Learning to Read Fluency is the skill that links these two phases. Phonemic Awareness and Phonics/Word Analysis are the ‘engines’ that drives automatic word recognition/fluency. Fluency is the ‘engine’ that drives vocabulary and comprehension skills. Illinois ASPIRE 2009 42

Relationships Among Strands….
Changes over time, adding layers of complexity as emphasis shifts. For example, oral reading fluency involves accurate decoding proficiency to promote vocabulary development. Another example: as readers get older, the success of vocabulary knowledge becomes increasingly important to promote comprehension. All strands interact with one another at all times. Illinois ASPIRE 2009

Changing Emphasis of Big Ideas
The right doses at the right time. Changing Emphasis of Big Ideas Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 3 2 1 K Listening Reading Multisyllables Letter Sounds & Combinations Changing Emphasis of Big Ideas  Our long-term goal is that all children will read independently gain meaning from text. To do this, certain skills have more importance at different times. Our charge is to emphasize what is important at critical points in time. Illinois ASPIRE 2009 44

Informed classroom reading instruction…
…that begins to teach critical language and reading skills in p-K and kindergarten and that is sustained throughout school ensures success for all but a few students. There are Many children who would learn to read and write MUCH better IF their instruction were to teach them to understand the systems of their own language (sounds, spellings, meaningful networks, sentences, text organization) as well as the strategies to comprehend narrative and expository text. (Moats, 2000, p. 4) Illinois ASPIRE 2009

Teach students that we have a lively and interesting sound
system.Graphemes represent phonemes/letters represent sound. We need to teach this explicitly- using symbols to anchor sounds. Illinois ASPIRE 2009

PUTTING IT ALL TOGETHER In primary grades (Lyon, 1999)
FLUENCY PHONICS VOCABULARY COMPREHENSION PHONEMIC AWARENESS ORAL LANGUAGE DEVELOPMENT At the same time, CONSTANT EXPOSURE) (Build Foundational Skills from the bottom up and then loop.) So students achieve: Reading to Learn. Illinois ASPIRE 2009 Learning to Read 47

5 Big Areas: A simultaneous bottom up and top down approach is
Vocabulary Comprehension 5 Big Areas: Fluency Phonics Phonemic Awareness A simultaneous bottom up and top down approach is Best Practice. Oral Language Development Illinois ASPIRE 2009 48

What does this mean? “A simultaneous bottom up and top down approach is Best Practice.” It means students, especially strugglers, need ALL these skills taught explicitly and systematically. In the primary grades, focus on oral language development, phonemic awareness and phonics. Teach reading comprehension by building oral language development as students learn to ‘crack the code’. This is the Learning to Read phase. As students become automatic with word recognition and fluency, gradually transition from oral language development to reading comprehension strategies- the Reading to Learn phase. Illinois ASPIRE 2009 49

The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic strategic Skilled Reading- fluent coordination of word reading, fluency and comprehension processes Reading is a multifaceted skill, gradually acquired over years of instruction and practice. Illinois ASPIRE 2009

Reading Comprehension
• Life Experience • Content Knowledge • Activation of Prior Knowledge • Knowledge about Texts Language • Oral Language Skills • Knowledge of Language Structures • Vocabulary • Cultural Influences Reading Comprehension Knowledge Fluency* We Refer to It as General Reading Skills • Prosody • Automaticity/Rate • Accuracy • Decoding • Phonemic Awareness Metacognition • Motivation & Engagement • Active Reading Strategies • Monitoring Strategies • Fix-Up Strategies *modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research;

5. Where and How does ELL fit into this Continuum?
Bilingual and ELL students are as diverse as any group of readers. Teaching ELL students SHOULD NOT be about Belief Systems, but about the Science of Language Development and Reading. Illinois ASPIRE 2009

Major Findings of the National Literacy Panel on Language-Minority Children and Youth:
Instruction that provides substantial coverage in the key components of reading- identified by the National Reading Panel as phonemic awareness, phonics, fluency, vocabulary, and text comprehension- has clear benefits for language-minority students. -Bilingual and ELL need the same skills- the same interweaving of ALL aspects of oral language development, learning to read and reading to learn.. Illinois ASPIRE 2009 National Literacy Panel on Language-Minority Children and Youth, 2006

instructional programs?
What do we know about instructional programs? -Not to get side-tracked by this issue of how second language learners learn best, we know that they….. But, what we are emphasizing today is that, regardless of whether they are in a bilingual program or ELL program, the same skills in the same developmental sequence must be explicitly and systematically taught. Illinois ASPIRE 2009 National Literacy Panel on Language-Minority Children and Youth, 2006

Individual differences contribute significantly to English literacy development.
Research shows that the development of English literacy entails cumulative, hierarchical processes for all language-minority students. Certain components of literacy cannot fully develop until students acquire other, precursor skills. For students to develop efficient word recognition skills, for example, they must first have good decoding and orthographic, or spelling, skills. Without fast and accurate word recognition skills, they cannot achieve satisfactory levels of reading comprehension. -Again, bilingual and ELL students follow the same development. Illinois ASPIRE 2009 National Literacy Panel on Language-Minority Children and Youth, 2006

Reading difficulties among language-minority students…
May be more a function of individual differences than of language-minority status. Similar proportions of language-minority students and monolingual English speakers are classified as poor readers. In fact, with the exception of English oral-language skills, the profiles of poor readers in the two groups are very similar. Both groups demonstrate difficulties with phonological awareness. These findings suggest that underlying phonological deficits, as opposed to language-minority status, are the primary issue for students experiencing word-level difficulties. National Literacy Panel on Language-Minority Children and Youth, 2006 -We shouldn’t SORT students by their ELL status to provide reading support, we should SORT students by what their oral language and reading needs are. Illinois ASPIRE 2009

What we know about ELL students:
Illinois ASPIRE 2009 Cardenas-Hagen, 2009.

What we know about ELL students:
Illinois ASPIRE 2009 Cardenas-Hagen, 2009

ELL Students… ELL students need explicit and systematic instruction in all the 5 components of reading. Students should be ‘sorted’ by their reading needs, not on the basis of their ELL status. Illinois ASPIRE 2009

For some children, Reading to Learn is a relatively simple task
HOWEVER, for others (approximately 40% of our population), this is the most difficult task of their lifetime. For these children, explicit and systematic instruction is CRUCIAL. Children vary considerably in how well they master the Alphabetic Principle. Illinois ASPIRE 2009 (Shaywitz, 2003)

Reading and the Brain and Why Readers Struggle

-Many researchers are finding subtle but consistent differences in children’s language centers. Sally Shaywitz, Jack Fletcher, Nina Krause, Bev Wright Illinois ASPIRE 2009

- Brain research has been the key to understanding Who needs more and Why. Illinois ASPIRE 2009

6. Why so many readers struggle:
2 broad categories of developmental language disorders: General oral language weaknesses Phonological core deficit (this is the largest category!) Illinois ASPIRE 2009 (Shaywitz, 2003) 70

Illinois ASPIRE 2009 71

1.General Oral Language Weakness
Language Systems Reading Discourse Comprehension Syntax Semantics Decoding Phonology Illinois ASPIRE 2009 (Shaywitz, 2003) 72

2. Phonological Core Deficit
Language Systems Reading Discourse Comprehension Syntax Semantics 2. Decoding Phonology Aka: Mastering the Alphabetic Principle/Cracking the Code Illinois ASPIRE 2009 ( Shaywitz, 2003) 73

2. Phonological Core Deficit
Phonological core deficit: (aka ‘Cracking the Code’)- Inability to process accurately and efficiently the phonological building blocks of language and the units of print that represent them. This type of struggling reader makes up the majority. Decoding Phonology Illinois ASPIRE 2009 (Shaywitz, 2003) Aka: Mastering the Alphabetic Principle/Cracking the Code 74

Teaching Reading… Is like Language therapy….
Instruction needs to stimulate different parts of the brain. When this occurs, students learn to read. Skillful teaching prevents most Reading Problems. (Shaywitz, 2003) Illinois ASPIRE 2009

We may not realize… That difficulties with word recognition, accuracy, rate, reading fluency, and comprehension strategies all contribute to poor reading in older students, but that word recognition and fluency problems are characteristic of most. Students who cannot read words well usually demonstrate weaknesses in phonological processing- but one might not perceive this weakness without training that begins with language study. (Moats, 2000, p. 8) Illinois ASPIRE 2009

Some children learn language concepts and their application very easily in spite of incidential teaching and very few examples. New data show that 80% of the variance in reading comprehension at the first-grade level is accounted for by how well students SOUND OUT words and recognize words out of context. Comprehension strategies and knowledge of word meanings become more of a factor in reading success as students move into more advanced stages. (Moats, 2000, pgs. 8-9) Illinois ASPIRE 2009

We know what to do… Use Scientifically-Based Programs!
Dr. Shaywitz recommended programs: Language! Reading Mastery/Corrective Reading REWARDS Jolly Phonics Shaywitz, 2003 Illinois ASPIRE 2009

7. Given what we know… About the Science of Oral Language Development and Reading, why aren’t we teaching more children to read? Illinois ASPIRE 2009

Why aren’t we teaching more students to be better readers
Why aren’t we teaching more students to be better readers? The article by Dr. Louisa Moats addresses this question. You will be particularly interested if your district uses a Four Blocks/ Guided Reading/Literature-Based program as your core reading program. Her article clearly articulates why this approach is NOT best practice for struggling readers. “Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t” Illinois ASPIRE 2009 82

Why is an effective core reading program crucial?
“Teaching reading is far more complex than most professionals and layperson realize. The demands of the phonologic, alphabetic, semantic, and syntactic systems of written language require a careful schedule and sequence of prioritized objectives, explicit strategies, and scaffolds that support students’ initial learning and transfer of knowledge and skills to other contexts. The requirements of curriculum construction and instructional design that effectively move children through the ‘learning to read’ stage to the ‘reading to learn’ stage are simply too important to leave to the judgement of individuals, even the best teachers. The better the core program addresses the instructional priorities, the less teachers will need to supplement and modify instruction for the majority of learners.” From: “Teaching Reading is Rocket Science,” Dr. Louisa Moats (1999) Is Dr. Moats suggesting that what teachers are expected to do in Guided Reading too difficult and an unrealistic expectation…? Could this be contributing to why we have so many strugglers? Illinois ASPIRE 2009 83

Highlights from “Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t” Despite the National Reading Panel’s landmark report..”discredited and ineffectual practices continue in many schools. Although the term ‘whole language’ is rarely used today, programs based on its premises, such as Reading Recovery, Four Blocks, Guided Reading, and especially, ‘balanced literacy’ are as popular as ever. These approaches may pay lip service to reading science, but they fail to incorporate the content and instructional design proven to work best with students learning to read”. (Moats, 2007, p. 4) Illinois ASPIRE 2009 84

“For more than three decades, advocates of ‘whole-language’ instruction (and its derivatives) have argued- to the delight of many teachers and administrators- that learning to read is a ‘natural’ process for children. Create reading centers in classrooms; put good, fun books in children’s hands and allow them to explore then encourage them to ‘read’, even if they can’t make heads or tails of the words on the page.” Scientists have established that about 60% of students will learn to read adequately (though not necessarily well) regardless of the instructional method. “40% are less fortunate. For them, explicit instruction in the 5 big areas of reading (including phonics) is necessary if they are ever to become capable readers”. (Moats, 2007, p. 6) Illinois ASPIRE 2009 85

Words are not recognized by shape and has nothing to
do with word recognition. Illinois ASPIRE 2009

This practice is inconsistent with research and occurs
in the absence of real knowledge of how to teach reading and sound-symbol relationships. Illinois ASPIRE 2009

Keep reading and it will make sense!
Arabic ‘Learning to Read’ exercise. Keep reading and it will make sense! Illinois ASPIRE 2009

This is possible to read-
IF you know sound-symbol relationships! Illinois ASPIRE 2009

“Many ‘pseudo’-SBRR programs….
Claim to adhere to SBRR guidelines. She identifies tell-tale signs of whole-language programs masquerading as SBRR programs. Among the most common: a stress on ‘cueing systems’, ‘teacher modeling’ rather than direct instruction, and an overemphasis on ‘authentic literature’ and ‘process writing’. (p. 9) “Four blocks is particularly insidious because it appears to be a ‘balanced’ framework, but does not require a teacher to know very much about language or reading”. (p. 20) “For English-language learners, SBRR programs are critical, yet this fact is ignored and whole-language spin-offs remain the dominant approach to teaching ELL students”. (Moats, 2007, p. 22) Illinois ASPIRE 2009 90

And finally…. “A good reading program, well implemented, teaches each of the five components thoroughly, explicitly, and with planned connections to the others..” (p. 16) “No program is perfect, and some are stronger than others, but several are reasonably faithful to SBRR and are far more apt to succeed with children. For example, Harcourt’s Trophies, SRA/McGraw-Hill’s Open Court, and Scott Foresman’s Reading Street have all five components and good instructional design.” Read Well and Reading Mastery are also effective programs. “(Moats, 2007, p. 14) Illinois ASPIRE 2009 91

GUIDED READING GROUPS OR SKILLS FOCUSED READING GROUPS? 92
Illinois ASPIRE 2009 92 92 92 92

Guided Reading Format As outlined in the work of Fountas and Pinnell, “Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3). The structure of a typical Guided Reading lesson roughly follows the following pattern: Selecting the text Introducing the text Reading the text Discussing the text Teaching for strategic activities Extending meaning (optional) Word Work (optional) Fountas I., & Pinnell G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann Educational. Illinois ASPIRE 2009 93

Guided Reading works well for Skilled Readers
Identify words accurately and fluently Understand the meaning of words Develop meaningful ideas from groups of words Draw inferences Relate what he or she already knows to the text being read Illinois ASPIRE 2009 94

Guided Reading may not be appropriate for struggling readers.
Important! READ THIS! Illinois ASPIRE 2009

Important! READ THIS! Skill Focused lessons may be more effective
In providing explicit and systematic instruction For stuggling readers. Important! READ THIS! Illinois ASPIRE 2009

EMPHASIS: Skills-focused Format
Skills-Focused Lessons are teacher-planned lessons that provide the opportunity for more systematic, explicit, and focused practice on a relatively small number of critical elements at a time (e.g., unknown consonant digraphs, vowel teams, r-controlled vowels, etc.). They would also provide the opportunity for sustained, systematic, and interesting “word work” (e.g., Beck, 2006) in order to build fluency and confidence in the application of these skills to reading words. Skills-Focused Lessons will be successful to the extent that they are fast-paced, interactive, and targeted appropriately on critical skills for each reading group. Illinois ASPIRE 2009 98

Recent work has indicated- and many teachers have discovered-…
…that the combination of literature-based instruction and phonics is more powerful than either method used alone. Illinois ASPIRE 2009 Rayner, et al, 2007

Teahers obviously need to strike a balance…
But in doing so, we urge them to remember that reading must be grounded in a firm understanding of the connections between letters and sounds. Instructors should recognize the ample evidence that youngsters who are directly taught phonics become better at reading, spelling and comprehension than those who must pick up all the confusing rules of English on their own. Educators who deny this reality are neglecting decades of research. They are also neglecting the needs of their students. Illinois ASPIRE 2009 Rayner, et al, 2007

5 Big Areas: A simultaneous bottom up and top down approach is
Vocabulary Comprehension 5 Big Areas: Fluency Phonics Phonemic Awareness A simultaneous bottom up and top down approach is Best Practice. Oral Language Development Illinois ASPIRE 2009 102

Scientifically Based Core Reading Programs
Trophies and Story Town, published by Harcourt Reading Street, published by Scott Foresman (Sidewalks is intervention kit) A Nations’s Choice, published by Houghton Mifflin Treasures, published by Macmillan/McGraw-Hill (Triumphs is intervention kit) Open Court, published by SRA Reading Mastery Plus. published by SRA Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, Illinois ASPIRE 2009

Research-Based Interventions Language Development
Language for Learning Language for Thinking Language for Reasoning Ladders to Literacy Language First! Building Language for Literacy Building Vocabulary Skills Elements of Reading- Vocabulary Reviews of all programs be accessed on Florida’s Center for Reading Research at Illinois ASPIRE 2009

Supplemental Research-Based Interventions Early Literacy-Learning to Read
PALS Jolly Phonics Michael Heggerty Fundations Read Well Reviews of all programs be accessed on Florida’s Center for Reading Research at Illinois ASPIRE 2009

Research-Based Interventions Older Readers
SIM- University of Kansas- Strategic Instruction Model Corrective Reading Language! REWARDS REACH Reviews of all programs be accessed on Florida’s Center for Reading Research at Illinois ASPIRE 2009

How to match the demographics of my community to the best core reading program:
Differentiate High SES communities from Low SES communities?? Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading. Illinois ASPIRE 2009

Harcourt Trophies “A research-based, developmental reading/language arts program. Explicit phonics instruction; direct reading instruction; guided reading strategies; phonemic awareness instruction; systematic, intervention strategies; integrated language arts components; and state-of-the-art assessment tools ensure every student successfully learns to read.” Illinois ASPIRE 2009

Harcourt High Priority Items Kindergarten First Grade Second Grade
Third Grade Phonemic Awareness 80% 100% Phonics 75% 86% Fluency 83% 67% Vocabulary Comprehension TOTAL 77% 87% Discretionary Items Kindergarten First Grade Second Grade Third Grade Phonemc Awareness 88% 80% Phonics 79% 73% 66% Fluency 63% 50% 83% Vocabulary Comprehension TOTAL 77% 67% 70% Design Features Kindergarten First Grade Second Grade Third Grade TOTAL 50% 55% 65% 80% Illinois ASPIRE 2009

Harcourt Trophies Reading Program Components for Kindergarten
Literature Student Practice Teacher’s Material Big Books and Big Books Collection with Audiotape Library Books Collection Big Book of Rhyme and Songs Read Aloud Anthology Alphabet Books Little Books Collection Practice Book Picture/word cards Phonics Practice Book Pre-decodable/Decodable Books w/take-home version Independent Readers High-frequency word cards Word builders/cards Letter cards Write on boards with Phonemic Awareness Discs Magnetic Letters Teacher’s Edition Teacher’s Resource Book Oo-pples and Boo-noo-oos: Songs and Activities for Phonemic Awareness with CD Letter & Sounds Chart Letter & Sounds Sentence Strip Collection Music CD Assessment Handbook Alphie Rabbit puppet Illinois ASPIRE 2009

Harcourt Trophies Reading Program Components for Grades 1-3
Literature Student Practice Teacher’s Material Big Books Student Anthology Intervention Readers (2,3) Audiotapes for Student Anthology Library Books with Teacher’s Guide Big Book of Rhymes (1,2) Read Aloud Anthology (1,2) Practice Book Picture Cards (1) Letter/Word Cards (1) Word Builders/Cards Decodables with take-home version (1,2) Phonics Practice Books Leveled Readers -- Below, On, Advanced, ELL Extra Support Masters Challenge Masters Teacher’s Edition Teaching Chart (1) Oo-pples and Boo-noo-oos:Songs and Activities for Phonemic Awareness with CD (1) Teaching Transparencies Decoding and Word Recognition Assessment Illinois ASPIRE 2009

Harcourt: Instructional Materials
Teacher’s manual with suggested lesson plans, strategies for reaching diverse learners, homework ideas and classroom management strategies Cross curricular centers Supplemental support activities Intervention materials English Language Learner Guides Placement, diagnostic and theme assessments Illinois ASPIRE 2009

Harcourt: Sample Reading Blocks
Whole Group Instruction (15-20 minutes) K: Phonemic Awareness, Sharing Literature, Literature Focus, Letter/sound Practice, High-Frequency Word Practice Grade 1: Oral Language, Sharing Literature, Phonemic Awareness, Word Practice Grade 2-3: Sharing Literature, Phonics Small Group Rotations (20 minutes each) All students participate in Harcourt materials according to level/need K: Phonemic Awareness, Phonics, related activities Grade 1: Phonics, Word Work, Comprehension, Vocabulary, Oral Reading Fluency, Reading Practice Grade 2-3: Word Work (Phonics, Vocabulary, High-Frequency Words), Reading (Comprehension, Fluency) Supplemental/Intervention Programs Utilizes Harcourt Intervention Materials and any additional intervention programs to address student need Illinois ASPIRE 2009

Harcourt: Professional Development Support
Two full day trainings, K-1 and 2-3 by CORE consultant on Harcourt Two full day trainings, K-1 and 2-3 by Harcourt consultant One half day training for Classroom Literacy Assistants by Harcourt consultant. Illinois ASPIRE 2009

Pros, Cons, and Pre-corrections
Daily Plans in Teacher’s Edition Additional Support Activities Theme Resources Cons Matching program to school calendar Material to cover Pre-corrections Pacing Calendars for 2005/06– reteaching lessons and reviewing skills Lesson Maps - WRRFTAC Illinois ASPIRE 2009

Houghton Mifflin “Meet the needs of each and every reader with the latest in scientifically based, explicit instruction. Powerful intervention resources combined with built-in assessment tools and a wealth of leveled literature make this program highly effective and easily manageable.” Illinois ASPIRE 2009

Houghton Mifflin High Priority Items Kindergarten First Grade
Second Grade Third Grade Phonemic Awareness 85% 100% Phonics 83% 82% 88% Fluency 75% 92% 67% Vocabulary Comprehension TOTAL 84% 89% Discretionary Items Kindergarten First Grade Second Grade Third Grade Phonemic Awareness 100% Phonics 88% 96% 90% 75% Fluency 25% 50% 42% Vocabulary Comprehension TOTAL 94% 87% 81% 66% Design Items Kindergarten First Grade Second Grade Third Grade TOTAL 90% 85% 80% 75% Illinois ASPIRE 2009

Houghton Mifflin: Elements A Nation’s Choice, 2003
Comprehensive, step-by-step systematic instruction in the five strands of reading Powerful assessment to diagnose needs, inform instruction, and document results Easy-to-use lesson plans and timesaving management tools Built-in resources to support every student An array of authentic, motivating literature Emphasis on teacher modeling and opportunities for practice Illinois ASPIRE 2009

Houghton Mifflin: Instructional Framework
Foundations for learning to read: oral language, knowledge of letter names, phonemic awareness and concepts of print Decoding Skills: phonics/sequential decoding, analogy, context and instant word recognition Fluency Texts for reading instruction Reading comprehension: vocabulary and background knowledge, strategic reading Writing, spelling and grammar Motivation, independent reading and writing, home connections Based on the research, the authors developed the following framework. Illinois ASPIRE 2009

Houghton Mifflin: Elements
Scope and sequence through shared and guided reading experiences, oral language experiences, writing experiences, read alouds, and self-selected reading opportunities Presented in 3-week themes (K-1) and 4-6 week themes (2-5). Differentiated instruction is supported within the core and handbooks. Illinois ASPIRE 2009

Houghton Mifflin Reading Program Components: Kindergarten
Literature Student Practice Teacher’s Material Big Books Plus Content Links Little Big Books Plus Content Links Big Books Audiotapes Read Aloud Books Phonics Library On May Way Practice Readers Practice Book Letter, Word, and Practice Cards On My Way Practice Readers Word and Picture Books Kindergarten Phonics Center Teacher’s Edition Teacher’s Resource BLM Phonics Library BLM Alphafriends Package Theme Posters Home/Community Connection Illinois ASPIRE 2009

Houghton Mifflin Reading Program Components: Grades 1st - 3rd
Literature Student Practice Teacher’s Material Big Books Plus Content Links Student Anthology Audiotapes for Student Anthology Read Aloud Books Phonics Library/Readers Library On May Way Practice Readers I Love Reading Books Practice Book Sound Spelling Cards On My Way Practice Readers Leveled Readers -- Below, On Level, Challenge, Language Support Theme Paperbacks Teacher’s Edition Teacher’s Resource BLM Phonics Library BLM I Love Reading BLM Readers Library BLM Theme Posters Home/Community Connection Phonics/Decoding Screening Test Blending/Syllable Division Posters Illinois ASPIRE 2009

Text Type Definitions Wordless: Books containing no words, only pictures. Pre-Decodable (High-Frequency): May be predictable, lots of repetition of the high-frequency words learned in the accompanying lesson. Predictable: These books have repetitive phrases with a predictable pattern and are often leveled by the publisher. Decodable: Controlled by the previously taught phonic elements and high-frequency words. Controlled: Controlled for vocabulary and not considered trade books or authentic by most educators. No particular phonic focus or enough repetition of a phonic element to be considered decodable. Leveled: May be leveled by many elements (phonics, vocabulary, interest, etc.) Usually used as below-level, on-level, and advanced-level readers. Authentic: Literature which may be leveled to determine grade level. May be sold as trade books. Illinois ASPIRE 2009

Houghtin Mifflin: Instructional Materials
Teacher manual with suggested lesson plans for themes Resources for supporting differentiated learning, including materials to challenge, extend, and reteach lessons English Language Learner Handbook Classroom management handbook Built-in assessments Theme Selection (1-6) and Skills Tests (K-6) Emerging Literacy Survey (K-2) Phonic/Decoding Screening (1-6) Integrated Theme Tests (K-6) In addition to those mentioned on previous slides Illinois ASPIRE 2009

Core Components: Kindergarten and Grade 1
Benchmark: Core Program Components: Opening Routines, Reading the Big Book, Teacher Read Aloud, Comprehension Strategy and Skill Instruction, High Frequency Words, Phonics/Word Work, Content Link, Vocabulary Strategy and Skill Instruction, Spiral Review, Building Fluency/Rereading for Fluency, Practice Book, Spelling, Concepts of Print, Anthology Selections, Phonics Library, etc. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. Strategic/Intensive: Core Program Components: Same as Benchmark. Differentiation: Use Extra Support Handbook and ELL Handbook for additional resources to preteach and reteach lessons. *Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program. Illinois ASPIRE 2009

Core Components: Grades 2-3
Benchmark: Core Program Components: Teacher Read Aloud, Phonics/Word Work, High Frequency Word Instruction, Vocabulary Strategy and Skill Instruction, Anthology Selections, Phonics Library (2nd only), Spelling, Structural Analysis, Comprehension Strategy and Skill Instruction, Spiral Review, Practice Book, Building Fluency/Rereading for Fluency, etc. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. Strategic/Intensive: Core Program Components: Same as Benchmark. Differentiation: Use Extra Support Handbook and ELL Handbook for additional resources to preteach and reteach lessons. *Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program. Illinois ASPIRE 2009

HM 2005: K and 1st Kindergarten
5 Big Ideas Color Coded in Teacher’s Edition Overall Format is More Organized New Read Alouds New Leveled Readers for Social Studies, Reading (June) and Science (September) First Grade Anthologies 1.1 and 1.2 (Themes 1, 2, 3, and 4) have 3, instead of 2, stories. The Main selection is less decodable than 2003 edition. (**Recommend purchasing at least 10 copies of Phonics Library books for every classroom) Other Changes: Information on Assessing Student Progress, Managing Flexible Groups, and Planning for Assessment Illinois ASPIRE 2009

HM 2005 2nd and 3rd New Weekly 5 Day Lesson Plan Like K and 1
Overall Format is More Organized 2 New Selections (1 fiction/1 nonfiction) Instruction and Review of Theme Skills/Strategies 1 Week of Lesson Plans in All Six Themes Section on Management Routines/Instructional Routines Additional Leveled Readers with Lesson Plans No Longer Reader’s Library Books Information on Assessing Student Progress and Planning for Assessment Illinois ASPIRE 2009

Pros, Cons, and Pre-Corrections
Teachers Manuals Variety of materials and texts to meet needs of all learners Spiral Reviews Consistent Scope and Sequence Consistent weekly pattern of instruction Con Not enough daily explicit teaching, modeling, guided practice and review of explicit phonics for struggling readers (K-3) Not enough exposure of explicit teaching, modeling and student fluency practice using decodable and controlled texts (K-3) Pre-Corrections Adding daily explicit phonics lessons for struggling readers (K-3) Pacing Calendars – reteaching lessons and reviewing for mastery (utilizing possible 7-day plan for second and third grade) Preview Theme Skills tests and review test results Illinois ASPIRE 2009

Open Court “Reading and writing program that uses a balanced approach of systematic direct instruction in phonemic awareness and phonics, grade level decodable text, and incorporation of language arts materials.” Illinois ASPIRE 2009

Open Court High Priority Items Kindergarten First Grade Second Grade
Third Grade Phonemic Awareness 80% 75% Phonics 81% 89% 56% 63% Fluency 83% 92% Vocabulary Comprehension TOTAL 77% 68% Discretionary Items Kindergarten First Grade Second Grade Third Grade Phonemic Awareness 100% 90% Phonics 83% 55% 84% Fluency 88% 67% 75% Vocabulary Comprehension TOTAL 87% 58% 82% Design Items Kindergarten First Grade Second Grade Third Grade TOTAL 80% 90% 85% Illinois ASPIRE 2009

Open Court: Elements Teaching: Early Reading
Teacher directed instruction in alphabetic and phonemic awareness, phonics, comprehension and writing Reinforcement and repeated practice of phonemic awareness through sound and spelling cards, alliterative stories and reading materials that incorporate instructed words and sounds Focus on blending through direct instruction, teacher modeling and student response Dictation, spelling and word building games to link phonics to writing Incorporation of literature beginning with big books (beginning kindergarten) followed by grade appropriate texts (mid first grade) Teaching: Language Arts Grade level authentic literature organized that include famous fiction and non-fiction writers, science and social studies units Multicultural focus is full-length texts Emphasis on vocabulary, comprehension and exploring concepts Illinois ASPIRE 2009

Open Court: Instructional Materials
Teacher manual, toolboxes and instructional kits to guide instruction, including differentiation (levels K-6) Big and little books (K-1) Pre-decodable and decodable text (K-3) Student Anthologies (1-6) Reading, phonemic awareness and phonics package (K) Reading and phonics package (1-3) Sound and letters workbook (K) Language Arts skills workbook (K) Phonics skills workbook (K) Comprehension and Language Arts workbooks (1-6) Inquiry journal (2-6) Unit assessments (K-6) Desk strips (K-3) Transparencies (K-6) Spelling and Vocabulary skills workbook (K-6) Intervention Support (K-6) Illinois ASPIRE 2009

Open Court: Professional Development
One half day orientation One day grade level professional development including introduction to materials, examples of lessons and modeling of strategies 6-8 week follow-ups for classroom observation, demonstration and debriefing Additional support as needed Illinois ASPIRE 2009

Pros and Cons Pros Teachers Manuals Materials for differentiation Interventions supports Cons Pacing may be too fast for struggling students and ELL students Illinois ASPIRE 2009

Scott Foresman Reading Street “Designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools for instruction, pacing, assessments, and grouping.” Illinois ASPIRE 2009

Scott Foresman (2004) High Priority Items Kindergarten First Grade
Second Grade Third Grade Phonemic Awareness 75% Phonics 72% 79% 81% Fluency 50% Vocabulary Comprehension TOTAL 73% 77% 60% Discretionary Items Kindergarten First Grade Second Grade Third Grade Phonemic Awareness 69% 85% Phonics 81% 83% 38% Fluency 75% 67% 25% Vocabulary Comprehension TOTAL 72% 79% 34% Design Features Kindergarten First Grade Second Grade Third Grade TOTAL 70% 80% 60% 45% Illinois ASPIRE 2009

Scott Foresman: Elements
Provides systematic instruction and repeated practice opportunities emphasizing different skills at various grade levels (“right skill at right time with right emphasis”) Provides learning opportunities through shared reading, guided reading, oral language experiences, writing, read alouds and self-selected reading Scope and sequence through 6 week thematic units (k-1) and 5 week thematic units(2-6) Emphasis on daily assessment and differentiated instruction ELL component available Illinois ASPIRE 2009

Scott Foresman: Elements
Teaching: One week lessons that focus on a specific targeted skill and highlight predictor skills for success Weekly anthologies that target social studies and science standards 150 instructional days that focus on reading, word work, oral language, language arts, and social studies and science connections 90-minute instructional blocks (additional 60 minutes with language arts component) Strategic Intervention lessons that parallel grade-level content and incorporates systematic scaffolding Guidelines for making data-based decisions Illinois ASPIRE 2009

Scott Foresman Reading Program Components Kindergarten
Literature Student Practice Teacher’s Materials 22 Big Books 15 Trade Books *Read, Write and Listen *Practice Book w/ Family Times Books *Leveled Readers wordless stories, kindergarten readers, independent readers for extra practice *Magnetic Word Building Cards (teacher & student) *Phonics Activity Mats *Teacher’s Editions - 6 *Teacher’s Resource Book *Daily Oral Language Flip Chart *Phonics Songs and Rhymes Flip Chart *ABC picture cards *Picture/Word cards *Word Building Wall Cards Discuss ERI NWF flip books and PSF/NWF games Phonemic Awareness Activities Resource Books Phonics Activity Kit Ordering Catalog Illinois ASPIRE 2009

Scott Foresman Reading Program Components Grades 1-3
Teacher Materials *Teacher Editions (6) w/ Links *Big Books (Gr’s 1 and 2 only) *Trade Books *Teacher Resource Book (BL’s) *Adding English and Posters *10 Important Sentences *Vocabulary Flip Chart *Collection For Readers and Intervention Handbook for Remediation (Gr 3 and up only) *Phonics Source Book/Games Kit & Phonics Handbook *Phonics Songs and Rhymes Charts CD’s/cassettes *Assessment Handbook and Testing Books *Grammar/Spelling Practice Student Materials *2-5 Student Books *Leveled Readers Challenge Easy On-Level *Collection for Readers Books (see Teacher Materials) *Phonics Readers (gr 1-3) *Decodable Readers (gr 1 only) *Take Home Readers *Practice Books Other “Enhancements” *Typed SF passages for fluency *Index Cards for Word Walls, etc. *Word Walls in every classroom *Sight Word & Fluency Building Activities *Research Based Methods of Reading Instruction K-3 Books for all teachers (by Vaughn and Thompson) *White Boards/markers *Guided Reading Coaching Tool *Pocket Charts/Easels Discuss Various formats for testing…Placement….end of unit….selection….IRI’s and when we’ve used each and for what purposes Illinois ASPIRE 2009

Scott Foresman: Instruction
Reading: Focus on comprehension, vocabulary, fluency, cross-curricular comparisons and independent reading Word Work: Phonemic awareness, phonics, spelling and high frequency words Oral Language: Concept building and shared literature Additional Language Arts: Writing, grammar, speaking, listening, technology, research/study skills Illinois ASPIRE 2009

Scott Foresman: Instructional Materials
Teacher Edition with suggested lesson plans (Unit overview, weekly overview broken into “big ideas”, instructional strategies for each day) Resources for small group strategies and reteaching Leveled readers Intervention handbooks Classroom Routines folders English Language Learner supports Illinois ASPIRE 2009

Scott Foresman: Professional Development
Ongoing professional development on progress monitoring and use, components of effective reading program and elements of effective instruction Reading Professional Development package available with presenter package, 8 modules and videos for reading instruction Illinois ASPIRE 2009

Pros, Cons, and Precorrections
versions are almost identical – save some of your 2002 materials for IA’s and extra doses. The program is comprehensive. There are materials that can be used for extra/double dosing. Think about purchasing extra: Decodable Stories Phonics Stories Take Home Stories Cons Lower functioning students will struggle in SF. Newer teachers will need to learn how to boost their own delivery skills in that the directions for guiding reading, diagnosing errors, interpreting test data and administering correction procedures are minimal. Areas such as phonics in the lower grades or fluency in grades 2/3 need to be enhanced. Learning what skills to teach (where to get the most bang for the buck) takes time. Precorrections K/1 – For intensive students, ERI layers well. For 2/3 students who need fluency, Read Naturally layers well. Additional coaching or team planning (see Guided Reading Coaching Tool) can support teacher’s instructional deliveries. Stay focused on the most useful vocab (tier 2), the target skills and regularly check in with the RF scope and sequence to check pacing. Illinois ASPIRE 2009

Similarities of Core Programs
Systematic and explicit instruction of Big 5 reading areas Units, themes, and skills integrated throughout instruction and activities Teacher manuals and resources to assist in instruction of themes Student materials and books that reinforce units and lessons English Language Learner Handbooks Material for differentiating based on student need Illinois ASPIRE 2009

What Criteria…. Differentiate High SES communities from Low SES communities?? Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading. Illinois ASPIRE 2009

High SES Example Illinois ASPIRE 2009

Middle SES Example Illinois ASPIRE 2009

Low SES Example Illinois ASPIRE 2009

Reading Mastery “Explicit phonics, fluency, and comprehension are key building blocks in the Reading Mastery Program” Illinois ASPIRE 2009

Reading Mastery Ages 5-11 Based on DISTAR
All instruction is direct and unambiguous New concepts are introduced in small steps Students practice skills until mastered Reading skills and strategies are specifically taught, applied and reviewed, maximizing student achievement. All stories are composed entirely of words students have decoded in isolation Immediate corrective feedback provided for errors Students receive consistent daily practice in reading, writing, listening, and speaking Entry level and continuous monitoring of students Strong research based to support success with at risk students Illinois ASPIRE 2009

Reading Mastery High Priority Items Kindergarten First Grade
Second Grade Third Grade Phonemic Awareness 95% 100% Phonics 86% 93% 81% Fluency 84% 83% Vocabulary Comprehension TOTAL 89% 90% Discretionary Items Kindergarten First Grade Second Grade Third Grade Phonemic Awareness 94% 100% Phonics 75% 95% 90% 84% Fluency 92% Vocabulary Comprehension TOTAL 89% Design Features Kindergarten First Grade Second Grade Third Grade TOTAL 90% 55% Illinois ASPIRE 2009

Reading Mastery Levels 1, 2 and Fast Cycle:
Use knowledge of letter sounds and patterns to decode and spell words. Learn to recognize common irregular words. Develop a reading vocabulary of over 1,200 words. Respond to questions, follow instructions, make predictions and draw conclusions. Reading Mastery Levels 3-6: Provides students with the structure and challenging materials required for developing: Strong vocabulary and multiple decoding skills. Comprehension strategies for understanding content. Illinois ASPIRE 2009

Reading Mastery: Fast Track
Combines Levels 1 and 2 into accelerated one year program Designed for students with “average” learning rates Illinois ASPIRE 2009

Reading Mastery: Link to 5 Areas of Reading
Phonemic Awareness: explicitly taught beginning with easiest tasks (saying drawn out words fast) through the continuum of more difficult tasks (isolate, blend, discriminate) Phonics: explicit instruction of common letter-sounds and blending incorporated into text for practice Fluency: one-minute timed partner readings from daily stories Comprehension: begins in level 3 with specific strategies for understanding content (making predictions, answering questions, drawing conclusions incorporated in Levels 1-2) Illinois ASPIRE 2009

Reading Mastery: Pros and Cons
Focuses on 40 more frequently used letter sounds Incorporation of orthography into meaningful and interesting text Provides immediate corrective feedback on oral reading errors Cons: Concern related to authenticity of texts and reading passages Struggling students may need more systematic and explicit instruction, review of high priority skills and building links between fundamental and higher order skills (especially grade 2 and higher) Illinois ASPIRE 2009

Language! Jane Fell Greene, Ed.D
“Designed specifically for students performing two or more years behind grade-level placement” Language is a curriculum for general and special education students. It is designed for students that are behind grade level. Typcially used for grades 3 and up. Can be core or supplemental program. Illinois ASPIRE 2009

Language! Designed for Grades 3 - Adult
Integrates reading, spelling, writing, and critical language arts strands Developed for students who benefit from explicit instruction in a structured language curriculum Sequenced, systematic, cumulative explicit instruction in two daily 90 minute blocks Individualized instruction based on entry assessments Students continue on a level until mastery completed Small group and individual activities Illinois ASPIRE 2009

Language!: Oregon Reading First Review
Kindergarten First Grade Second Grade Third Grade Phonemic Awareness Phonics 56% Fluency Vocabulary Comprehension TOTAL Illinois ASPIRE 2009

Language! Florida Center for Reading Research Review
Area of Reading PA P F V C +++ Notes: a, b, c, d (systematic, explicit, aligned to student materials, ample practice opportunities Illinois ASPIRE 2009

Curriculum Three levels of 18 units
Students spend approximately 1 year on each level Series of increasing decodable readers with activities for before, during, and after reading Activities focus on vocabulary expansion, pre-reading summary, writing extension, and questions for discussion based on Bloom’s taxonomy Master lesson plans, instructional resource guides, and supplemental materials that systematically guide teacher Lessons flow from phonemic skills to connected text Illinois ASPIRE 2009

Alignment with Big 5 Phonemic Awareness: book of activities including rhyming, production, isolation, segmentation, blending, deletion, substitution, and reversal of phonemes Phonics: taught directly by linking correct letter symbol to phoneme Vocabulary: study of structures including comparative forms, tenses, affixes and roots in Greek, Latin, and Anglo-Saxon Fluency: independent readings and direct practice with timed readings of words, phrases, and passages Comprehension: exercises and support materials for comprehension strategies including graphic organizers, pictoral sequencing, and semantic maps Illinois ASPIRE 2009

Language!: Pros and Cons
Thorough presentation of reading, spelling and language arts strands that are systematic Instructor manual and resource guide that offer materials for teaching content as well as background knowledge needed Highly structured and individualized (students move through at own pace) Lesson plans for units tie together skills, materials, and activities needed for instruction Cons: Majority of research conducted with middle and high school students Illinois ASPIRE 2009

Corrective Reading “Intensive intervention for students who are reading below grade level. ” -SRA McGraw Hill Language is a curriculum for general and special education students. It is designed for students that are behind grade level. Typcially used for grades 3 and up. Can be core or supplemental program. Illinois ASPIRE 2009

Corrective Reading Designed for Grades 3-Adult
Direct instruction approach Tightly sequenced lessons focusing on decoding, fluency and comprehension Appropriate for small groups or whole classrooms Consistent with SBRR Illinois ASPIRE 2009

Corrective Reading: Oregon Reading First Review
Level A Kindergarten First Grade Second Grade Third Grade Phonemic Awareness 98% Phonics 100% Fluency 75% Vocabulary Comprehension Illinois ASPIRE 2009

Corrective Reading: Oregon Reading First Review
Levels B1 and B2 Kindergarten First Grade Second Grade Third Grade Phonemic Awareness Phonics 92% 99% Fluency 84% Vocabulary Comprehension Illinois ASPIRE 2009

Corrective Reading: Florida Center for Reading Research Review
Area of Reading PA P F V C +++ Notes: a, b, c, d (systematic, explicit, aligned to student materials, ample practice opportunities Illinois ASPIRE 2009

Curriculum 2 strands with 4 levels: Decoding and Comprehension
Levels A, B1 and B2 designed for half year Level C designed for full year Teacher materials: Series Guide for sample lessons and placement tests, Decoding Presentation Book, Comprehension Presentation Book, Teacher Guide, Blackline Masters, standards and benchmark checklists, assessment tools Student Materials: hardcover decoding and comprehension textbooks, decoding and comprehension workbooks, placement and mastery tests Presentation books; provide step-by-step explicit instructional scripts, activities and point systems Guide: instructions for providing feedback Blackline: Provides additional practice exercises Illinois ASPIRE 2009

Alignment with Big 5 Decoding Strand: focus on phonemic awareness, word identification and efficient reading Level A: Word Attack Basics (nonreaders) – basic decoding skills and phonemic awareness activities Level B1: Decoding Strategies (nonfluent or high errors on like words) – phonemic awareness, phonics, fluency and comprehension through predication questions Level B2: Decoding Strategies (nonfluent or high errors on like words) – phonemic awareness auditory activities, phonics, fluency and comprehension through predication questions Level C: Skills Applications (bridging word attack with reading text) – fluency, vocabulary and comprehension through predication questions Predication questions activate prior knowledge Illinois ASPIRE 2009

Alignment with Big 5 Comprehension Strand:
focus on vocabulary, information and comprehension strategies for academic success Expository text for cause/effect, inference, main idea, text structure and sequencing Instruction for interpreting graphs, maps, charts and diagrams Level A: Thinking Basics (difficulty with literal questions and following directions) - focus on oral language foundation Level B1 and B2: Comprehension Skills (literal and inferential comprehension strategies) – read to learn new information Level C: Concept Applications – build skills for secondary content areas, organizing information for retention and reporting Illinois ASPIRE 2009

Corrective Reading: Pros and Cons
Explicit and systematic instruction Scaffolded professional development and coaching Well-organized teacher materials (less preparation time required) Video libraries for direct instruction Cons: Minimal fluency goals Structured and repetitive style may not lend well to teacher style Illinois ASPIRE 2009

Scientifically Based Reading

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