1. Building Comprehension for Students with Reading Difficulties Alta Community School District Reading R. Bissen, L. Aube, L. Heschke, M. Elston, J. Strock

2. Research Behind Reading Comprehension LEARNING HOW TO COMPREHEND SHOULD INCLUDE---- Explicit instruction about how a person reads; Teachers cannot simply teach from a manual; Instructional settings rich in context; Strategies need to be taught several times; Comprehension skills are not the only explicit strategy that needs to be taught.

3. How Does the Learning Look? Metacognition—how do students think about reading; Activating Prior Knowledge—everyone has some knowledge, use it to learn from; Making Connections—relate and apply the literature to their lives; Summarizing—understanding and remembering, using graphic organizers; Questioning—QAR, knowing that there is a relationship between the questions and the answers; Oral Reading—fluency is important and it is connected to how well a student comprehends

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5. What were the results?

7. There were 85% of the 4 th students who scored 80% or above (proficient) on the Winter 2011 BRI assessment.

8. What were the results?

12. More Results…. Group 2 6 th Grade—63% proficient ITBS Group 2 6 th Grade—100% proficient BRI Group B 7 th Grade—80% proficient ITBS Group B 7 th Grade—75% proficient BRI Group C 8 th Grade—74% proficient ITBS Group C 8 th Grade—83% proficient BRI Group D 8 th Grade—100% proficient ITBS Group D 8 th Grade—100% proficient BRI SCR/Reading +--67% proficient ITBS SCR/Reading +--60% proficient BRI

13. Let’s discuss what we saw… Core---Supplemental---Intensive Different approaches---common theme Modeling what good readers do Before, During, and After reading Practicing what good readers do Real world experiences

14. What happens next? Students continue to take ownership of their reading; Students continue to make choices that motivate them to read more and use higher order thinking skills; Students continue to cooperatively collaborate;

15. What happens next? Teachers continue to offer real-world reading experiences; Teachers prepare core, supplemental, and intensive instruction opportunities; Teachers monitor and discuss each students reading progress; Teachers work collaboratively to coach one another; and Teacher’s learn by viewing other educators