1. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION PA Migrant Education Program Millersville University Tutorial Lesson Plan Background June 22, 2011 Review of Relevant Reading Research: Fluency and Comprehension

2. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Skilled Reading

3. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION What is fluency? Fluency is the ability to read a text accurately and quickly. Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding.” Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/publications/pdf/PRFbooklet.pdf

4. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Why is fluency important? Reading fluently allows students to focus on understanding what they read. Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text. - Putting Reading First

5. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 5 Levels of Reading Levels Independent – 95-100% accuracy Instructional – 90-94% accuracy Frustrational – 89% and below accuracy

6. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 6 Readability Keith Johnson 1998 www.timetabler.com Readability = match between reader and text Johnson and others say its determined by – Interest and motivation of reader – Legibility of print and illustrations or graphics – Complexity of words and sentences related to reader’s reading ability

7. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 7 Complexity of Words and Sentences Word complexity – syllable count Sentence complexity - length and structure Vocabulary level not part of many popular reading formulas What are the implications for migrant student readers?

8. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Practices to Improve Fluent Reading All effective reading fluency practice opportunities include Modeling of fluent reading Student rereading of text – multiple times Guidance to students as they reread Feedback to students on their reading

9. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Fluency Activities With one student – paired reading With a small group – choral or echo reading Cross-age tutoring Reader’s Theater

10. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 10 Determining Student Reading Levels: Reading Assessments Reading Check – Quick Assessment – HIP Three-Minute Reading Check – http://www.hip-books.com/teachers.php?p=152 Cloze tests – group administered – Ex. Degree of Reading Power, Scholastic Rdg. Inventory Reading inventory – individually administered – Ex. Individual Rdg. Inventory, Developmental Rdg. Assessment Five Finger Rule

11. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Skilled Reading

12. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Comprehension is not constant The ability to comprehend written texts is not a static or fixed ability, but rather one that involves a dynamic relationship between the demands of texts and the prior knowledge and goals of readers. From Reading in the Disciplines: The Challenges of Adolescent Literacy – Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy By Carol D. Lee and Anika Spratley of Northwestern Univ.

13. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Comprehension must be created Reading comprehension is an active process that engages the reader; it is not a passive receptive process. Reading is intentional thinking during which meaning is constructed through interactions between text and reader. From Guide for Discussing the Findings of the National Reading Panel Report – R3CC Draft 2001

14. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Prior Knowledge of Topics Studies have demonstrated that prior knowledge of topics can influence what we comprehend, what we pay attention to, even what perspectives we take. From Reading in the Disciplines

15. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Why teach comprehension strategies? The idea behind explicit instruction in text comprehension is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to comprehension when reading. (4-39/40) From Guide for Discussing the Findings of the National Reading Panel Report – R3CC Draft 2001

16. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Strategies used by good readers There is a considerable body of research documenting the strategies that good readers use. These strategies include: 1. asking questions 2. making predictions 3. testing hypotheses 4. summarizing 5. monitoring understanding and deploying fix-it strategies as needed. From Reading in the Disciplines

17. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Areas of Instruction for Expanding Readers’ Skills Pre-reading Predicting Testing hypotheses against the text Asking questions Summarizing From Reading in the Disciplines

18. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Implications for ELLs Need support to connect the content and language in using comprehension strategies Use models Use think-alouds Use sentence frames, prompts, stems, examples

19. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 19 What Does the Research Tell Us? On one point scholars agree. Giving students more time will not, in and of itself, improve learning. It is all about what educators do to make the most of any extra time they get. Education Week – 2008

20. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 20 What Does the Research Tell Us? One-on-one tutoring produces an average growth of 2 letter grades in a class. Effect sizes were related to qualifications of instructors—favoring instructors who were specially trained in the targeted interventions (incl. college students, community volunteers, etc.) Results of Multiple Reports on the Impact of Adult-Delivered Tutoring (1975 – 1998)

21. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 21 What Does the Research Tell Us? More intensive interventions had a greater impact. Programs that were short, but intense, had greater effect than longer, less intense interventions. One-on-one reading tutoring, led by trained adults, can have a significant positive impact on student reading ability, particularly for younger students. How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students At-risk of Reading Failure?, Elbaum, Vaughn, Moody (2000)

22. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Before Reading Strategies Preview Text genre, context, text features Prior knowledge Predict Topics to be covered Points made Questions raised

23. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION During and After Reading Strategies During Check Predictions Monitor Comprehension After Personal Response Summarize