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Introduction to the Six Dimensions of Reading Scientific Research-Based Reading Modules Delaware Reading Cadre 2001.

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Presentation on theme: "Introduction to the Six Dimensions of Reading Scientific Research-Based Reading Modules Delaware Reading Cadre 2001."— Presentation transcript:

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2 Introduction to the Six Dimensions of Reading Scientific Research-Based Reading Modules Delaware Reading Cadre 2001

3 Developed by Members of the Delaware Reading Cadre Kathy Casey Jo Miller King Sara McCraw Lorei Meanor Pamela Oliver Cathy Petitgout Deborah Stark 6 Dimensions of Reading Modules Delaware Reading Cadre, 2001

4 Well be looking at reading instruction through the lens of the latest research. Suggesting subtle changes in teaching practices so all students can become independent readers. 6 Dimensions of Reading Delaware Reading Cadre 2001

5 6 Dimensions of Reading Reading is a complex system for deriving meaning from print that requires the following: Delaware Reading Cadre 2001

6 Research identifies six specific dimensions of reading (National Research Council, National Reading Panel, 2000). 6 Dimensions of Reading Phonological Awareness Alphabetic Knowledge Fluency Vocabulary Instruction Comprehension Motivation Delaware Reading Cadre 2001

7 1.Phonological Skills: Skills and knowledge to understand how phonemes, or speech sounds, are connected to print. Alphabetic Knowledge: The ability to decode unfamiliar words. 6 Dimensions of Reading Delaware Reading Cadre 2001

8 3.Fluency: The ability to read fluently. Vocabulary: Sufficient background information and vocabulary to foster reading comprehension. 6 Dimensions of Reading Delaware Reading Cadre 2001

9 5.Comprehension: The development of appropriate active strategies to construct meaning from print. 6. Motivation: The development and maintenance of a motivation to read. 6 Dimensions of Reading Delaware Reading Cadre 2001

10 A person who is not at least a modestly skilled reader by the end of third grade is quite unlikely to graduate from high school. Preventing Reading Difficulties Snow, 1998 Focus on K - 3

11 Nationally 5% of children learn to read effortlessly on their own % learn to read easily when exposed to formal instruction, regardless of instructional emphases. 44% 3 rd graders lack basic reading skills (Snow, 1998). Delaware Reading Cadre, 2001

12 In Delaware: 2001 DSTP Results

13 42%

14 Emphasizes early intervention for the prevention of reading difficulties, (Snow et al., 1998). Marie Clays work popularized the notion of accelerating reading development in young children in order to prevent failure. Children learn to read through engagement in a variety of age-appropriate and developmentally appropriate print-related activities Research Delaware Reading Cadre 2001

15 Introduction, Instruction and Mastery Continuum (National Reading Panel, 2000) Delaware Reading Cadre 2001 Reading Dimension K12345 Phonemic Awareness Systematic Phonetic Instruction Fluency Background Information & Vocabulary Comprehension Motivation to Read

16 Elementary teachers are being held to greater accountability for the results of reading instruction provided within general classrooms. Consequently Delaware Reading Cadre 2001

17 Module One: Phonological Awareness Module Two: Alphabetic Knowledge Module Three: Vocabulary Development Module Four: Comprehension Strategies Module Five: Motivation and Fluency 6 Dimensions of Reading Delaware Reading Cadre 2001


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