grimes reading institute . a road map for school leaders to navigate the land of reading new york...
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Grimes Reading Institutewww.grimesreadinginstitute.com.
A Road Map for School Leaders to Navigate the
Land of Reading
New York State Reading First and Adolescent Literacy Conference
Presented by Sally Grimes June 30-July 1, 2008
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Grimes Reading Institutewww.grimesreadinginstitute.com.
Agenda
•School Change & Reading•How We Read-What We’ve
Leaned……..A Brief Look•The Nuts and Bolts of a
Reading Initiative
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Three Definitions of Schools
A series of autonomous classrooms that are connected by a common parking lot.A place where the relatively young watch the relatively old work.
A complex organization that is built upon relationships that require individuals to work interdependently. Banios
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What is Needed?
• VISION
• COMMITMENT
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There are many problems in our schools and in society about which we aren’t sure what to
do.
But we DO know what to do about reading problems.
This is NOT a sped issue…it becomes a sped issue.
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One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up.
Joe Torgeson, Ph.D.Numerous studies show: Poor readers in first grade almost invariably continue to be poor readers.
Francis, Shaywitz, Stuebing, Shaywitz, Fletcher, 1996. Torgeson & Burgess, 1998)
The vast majority of third graders who are poor readers remain poor readers.
Juel,1988. Clay, 1979
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Reading:
Word Identification&
Comprehension
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Building Blocks of Successful Reading
Oral Language
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
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© Pamela E. Hook, Ph.D.
OrthographicProcessing
Phonological Processing
Letter/Sound Association—Phonics
Word Identification
Comprehension
Semantics Syntax Morphology Pragmatics(Vocabulary/ (Grammar) (Word Structure) (Social Use)Higher Order Thinking)
(Letter Processing) (Sound Processing)
(Memory Storage/Retrieval/Rapid
Naming)
Automaticity
Fluency
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Sight Word Test
smoakcircuswagon
firsttraid
smokecercuswagenfersttrade
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Phonemic awareness skills assessed in kindergarten and first grade serve as a potent predictors of difficulties learning to read… we can predict with approximately 92% accuracy who will have difficulties learning to read.
Reid Lyon, NIH
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Reading Comprehension is Interaction Between
Print__________________________________________
Level of text
Book and Print Features
Structure of Text
Sentence Complexity
Vocabulary/Language
Content
Reader Decoding Ability Language Competency Cognitive Processing Schemata Working Memory Metacognition Motivation FluencyLinda Crumrine, 01
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“There is no comprehension strategy
that compensates for difficulty reading words accurately & fluently.”
Torgesen 2003
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The Challenge:• Teachers need to know how to
temporarily tilt the balance toward one component of reading or another, depending on the child’s profile.
• In addition, within each component, teachers need to know which children require a very explicit, systematic and intense progression & which children do not.
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Contributing Factors• Neurological
– “Wiring”– Genes
• Environmental– Lack of early language experience– Inadequate instruction
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AfterIntervention
LeftLeftRightRight
normalized
Good Intervention Normalized Brain Activation Patterns
BeforeIntervention
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5 Year Olds Before Learning To Read
Right RightLeft Left
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Schoolwide Reading Improvement Model
Goals Assessment
Instruction
Leadership Support
Professional Development
Instructional Support Teams
Adapted from U Oregon; Ideal Consulting Services, Inc.
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ESTABLISH A LITERACY TEAM WITH
GOALS1. Assessment2. Curriculum3. Professional Development4. Infrastructure
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DIBELS Assesses the Big IdeasBig Idea of Literacy DIBELS Measure
Phonological Awareness
Initial Sound FluencyPhoneme Segmentation Fluency
Alphabetic Principle Nonsense Word Fluency
Accuracy and Fluency with Connected Text
Oral Reading Fluency
Comprehension At least through grade 3:A combination of Oral Reading Fluency and Retell fluency
Vocabulary- Oral language
Word Use Fluency
Indicator of Risk Letter Naming Fluency
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Many veteran teachers, as well as teachers new to the profession, do not have a clear understanding of the scientific research base for early reading instruction.
District Professional Development programs must give teachers research-based tools/strategies to accelerate progress and meet the needs of individual students.
Ongoing PD Needed
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Interventions should be organized in Interventions should be organized in tierstiers
Layers of intervention Layers of intervention responding to student responding to student needsneeds
Each tier provides more Each tier provides more intensive and supportive intensive and supportive interventionintervention
Aimed at preventing Aimed at preventing reading disabilitiesreading disabilities
TIER I
TIER II
TIER III
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•“To every complex problem, there is a simple solution…that doesn’t work.”
• Mark Twain
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Contact Info
Sally Grimes, Director The Grimes Reading Institute
www.grimesreadinginstitute.com