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Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University.

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Presentation on theme: "Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University."— Presentation transcript:


2 Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University

3 News Flash Independent Reading = Higher Reading Scores

4 The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it. And the more you read, the more you know; and the more you know, the smarter you grow. Why Read?

5 DEARFVRUSSRSSRDIRT What is Independent Reading? Drop Everything And ReadDaily Interrupted Reading TimeFree Voluntary ReadingSustained Silent ReadingUninterrupted Sustained Silent Reading

6 Why Independent Reading? 93% of SSR students did as well or better on tests of reading than students having no SSR time.

7 IR Research: General Education

8 Who Has the Highest Reading Skill Scores? International Association for the Evaluation of Educational Achievement report: children who were read to by their teachers children who read the most pages for pleasure daily

9 Duration of Treatment and Outcomes of SSR Studies DurationPositiveNo Difference Negative Less than 7 months 7133 7 months - 1 year 9110 Greater than 1 year 820

10 Reading and Learning Middle School Children How many words can one read a year? 1 million words How many words can one learn a year without direct vocabulary instruction? 1 thousand words

11 IR Research: DHH Education

12 Model Silent Sustained Reading Time to read books of their own choice Discard books Time to find other books Broad reading goals Self reading record Observe, comment and enjoy reading stories

13 8 Important Factors Access Appeal Conducive environment Encouragement Staff Training Non-Accountability Follow-up Activities Distributed Time to Read

14 What Does Daily Reading Mean for DHH Students? Learn to write and spell better Gain English language skills

15 Independent Reading Program, How to Set Up?

16 The How To Do List Assessing Needs Choosing Appropriate, Leveled Materials Finding Time and Space Encouraging Self-monitoring Assessing Outcomes

17 Assessing Needs Independent Reading Level Informal Reading Inventory (IRI) –Graded word list –Graded passages –Summaries and analyses

18 Independent Reading Level The author sat in his chair and stared at the clock. The pendulum swung back and forth as the time passed by. He was desperate to think of new ideas for his story, but his mind was a blank. This had never happened to him before, as stories had always flowed easily from his mind, usually so fast that he did not have the time to write them down before they disappeared from consciousness and new ideas took their place. But now he was stuck for inspiration, and his book deadline was approaching with a speed that truly frightened him. 1 unknown word in 100

19 Graded Word Lists List C 5414SightAnalysis (Grade 4) 1.Thunder______________ 2.Friendship______________ 3.Crickets______________ 4.Yesterday______________. 17. Medicine______________ 18.Ashamed______________ 19.Saddle______________ 20.Anxious______________ Number Correct______________ Total _______ Scoring Guide for Graded Word Lists Independent Instructional Frustration 20 19 18 17 16 15 14 13 or less

20 Graded Passages Flight Older airplanes were moved through the air by the use of propellers. Now, most planes are driven by large jet engines. Some fly faster than sound. The first thing you may notice about a plane is the wings that stick out on either side of its long body. Today jet planes land and take off from major airports every few seconds. People can travel around the word in only a few hours. It often takes travelers longer to retrieve their luggage than to fly to their destination. Planes have been much improved since the Wright brothers first flew in 1903. What is this passage about? (airplanes; the development of planes through the years) What kind of engines do most airplanes have today? (jet engines) How were older planes moved through the air? (propellers) In what year did the Wright Brothers fly? (1903) How do you think the Wright Brothers felt after the first flight? Why? (any logical response) Do you think jet airplanes have changed our lives for the better? Why? (any logical response)

21 Summaries and Analyses GradeWord RecognitionComprehension Isolation (word Lists) Context (Passages) Oral Reading (Form A) PP SightAnalysisTotalLevelMiscuesLevelQuestions Missed Level P 1 2

22 Choosing Appropriate, Leveled Materials Accelerated Readers Leveled Readers Developmental Reader systems from different publishing companies

23 Accelerated Readers 1) Student reads book 2) Student takes a quiz 3) You get information

24 Leveled Readers

25 Reader Systems

26 Click video The following URL links to a full quality version video clip: selectbook Selectbook video

27 Not all students in the same grade read at the same level

28 Click Video The following URL links to a full quality version video clip: reading level Reading level video

29 Finding Time & Space 10-20 minutes a day Quiet informal setting can go a long way

30 Building Classroom Library Borrow from the school library Involve parent/teacher association Deaf Community Local Service Organizations Book Fair Used Bookstores Exchange Books Budget Priorities

31 Encouraging Self-Monitoring Self-Evaluation Questions Self-Evaluation of Reading Form Self-Monitoring Checklist

32 Self-Evaluation Questions How do you feel you are doing in reading/writing What are your strengths in reading/writing? What do you enjoy the most about reading/writing What do you feel you need to do to improve your reading/writing?

33 Self-Evaluation Form I feel that I thoroughly understood this book I feel that I dont understood this book Why I marked this scale as I did _________________ ___________________________________________ Name ___________________ Date________ Book Read _________________________________ Mark the scale below:

34 Self-Monitoring Checklist THINKING ABOUT MY READING BEFORE READING, DID I * preview the text * predict DURING READING, DID I * stop and think * change predictions AFTER READING, DID I * think back about my predictions? * summarize in my head? To improve my reading, I need to: _______________________ __________________________________________________

35 Assessing Outcomes Retelling conference with teacher Read section to friend Book talk Writing Art project Drama Your idea Nothing…just enjoy!

36 Student Book Response Choices

37 Click Video Booktalk video

38 How Many Times Do You Need To Meet a Word Before You Comprehend It? 12

39 IR Materials Preschool Elementary Middle and High School Older Struggling Reader

40 Preschool Materials Pop-up Predictable Wordless

41 More Preschool Materials Shared Reading Project ASL/English Books LEALanguage Experience Activity

42 Elementary Materials

43 Elementary: News

44 Elementary: Other Email Maps Music Poetry

45 Middle and High School Materials

46 Older Struggling Readers Materials Posters Bumper Stickers Postcards NewspapersMagazines Advertisements Wide range of opportunities to read

47 Older Struggling Readers: Intervention Based on Need Cooperative Learning Groups Read AloudStrategic Reading Discussion and Collaborative Talk

48 Close Captioning As Reading Material? What do you think?

49 Click Video Trelease video

50 Accessible Books Books on Video Big Books Books on Disk

51 Pre-Service Teacher Assignment You will choose a literacy skill that you have identified your student needs to practice. Develop a independent reading assessment rubric related to this objective and fill it out on the student. Identify books for student to read independently that will enhance this skill. Provide independent reading times over the period of one month with materials that focus on the students identified need. At the end of the month, fill out the assessment rubric to identify if progress has been made on the objective.

52 Electronic Resources

53 Paper Resources Schleper, D. R. SSR? DEAR? USSR? Or DIRT? No Matter What You Call It, Independent Reading Is for Everyone. Odyssey, (Fall 2002), 26-28.Odyssey, (Fall 2002) Krashen, S. D. (2004). The Power of Reading: Insights from the research. Portsmouth, NH: Heinemann. Pilgreen, J. L. (2000). The SSR Handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann.

54 Extra! Independent Reading = Higher Reading Scores

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