1. Carrie Thomas Beck, Ph.D Coordinator, Oregon Reading First Center
Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Phonemic Awareness
Carrie Thomas Beck, Ph.D
Coordinator, Oregon Reading First Center

2. Acknowledgments Oregon Department of Education
Institute for the Development of Educational Achievement, College of Education, University of Oregon
U.S. Department of Education, Office of Special Education Programs
Oregon Reading First Supplemental and Intervention Curriculum Review Panel
Thomas-Beck © 2004

3. Content Development Content developed by: Additional support:
Carrie Thomas-Beck, Ph. D.
Coordinator, Oregon Reading First Center
Additional support:
Patrick Kennedy-Paine
Katie Tate
University of Oregon
Thomas-Beck © 2004

4. Copyright
All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.
Thomas-Beck © 2004

5. IBR Foundational Features: Translating Research into Practice
All Readers by 3rd Grade
Schoolwide: Each & All
Prevention Oriented
Scientifically Based
Results Focused
 Audio clip introducing the IBR Foundational Features
This Institute is anchored to four foundational features. These principles are embedded within, and infused throughout the entire Institute.
Schoolwide: Each & All: To ensure that all students are readers by third grade, reading practices must be conceived of, implemented, and sustained at a schoolwide level. Only when a schoolwide system is established for all students, can we differentiate instruction to ensure that each students becomes a successful reader
Prevention Oriented: The goal of schoolwide reading practices should be to prevent reading difficulties from occurring. Prevention is supremely more effective and efficient than trying to catch kids up who are already behind
Results Focused: The ultimate goal of schoolwide reading practices is to increase student outcomes. The only way we can tell if our efforts are effective is by examining student reading data. Decision making should be driven by objective data
Scientifically Based: There is a compelling and extensive scientific knowledge base in beginning reading. The adoption and implementation of reading practices should be guided and informed by solid scientific evidence
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6. IBR Guiding Questions
Goals: What outcomes do we want for our students in our state, district, and schools?
Knowledge: What do we know and what guidance can we gain from scientifically based reading research?
Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?
Outcome Assessment: How far do we need to go to reach our goals and outcomes?
Core Instruction: What are the critical components that need to be in place to reach our goals?
Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?
Today’s Focus
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7. Objectives: What You Will Learn and Do
The objectives of today’s session are to:
Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for phonemic awareness.
Review data on all S/I phonemic awareness programs.
Discuss overall strengths and weaknesses found in all S/I phonemic awareness programs.
Provide an overview of selected S/I phonemic awareness programs.
Thomas-Beck © 2004

8. Consumer’s Guide: Phonemic Awareness Items
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9. Consumer’s Guide: Phonemic Awareness Items (cont.)
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10. Summary of Results
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11. Thomas-Beck © 2004

12. Evidence of Sufficient Instructional Quality for PA Programs
Incorporates letters into phonemic awareness activities.
Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.
Analyzes words at the phoneme level (e.g., working with individual sounds within words).
Thomas-Beck © 2004

13. Evidence of Insufficient Instructional Quality for PA Programs
Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient.
Models phonemic awareness tasks and responses orally and follows with students’ production of the task.
In K, focus is on first the initial sound, then on final sound, and lastly on the medial sound in words. In grade 1, focus is on phonemes in all positions.
In first grade, works with increasingly longer words and expands beyond consonant-vowel-consonant words to more complex phonemic structures.
Thomas-Beck © 2004

14. Phonemic Awareness Program Overview
Early Reading Intervention
Road to the Code
Phonemic Awareness in Young Children
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15. Program Comparison
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