october 10, 2013 chapters 4 and 5 jennie stumpf and heidi hahn regions 5 and 7 sld trainers
TRANSCRIPT
October 10, 2013Chapters 4 and 5
Jennie Stumpf and Heidi HahnRegions 5 and 7 SLD Trainers
AgendaQuestions since previous sessionReview Chapters 1, 2, and 3Chapter 4
Sharing of approachesChapter 5
Sharing of approaches
Next session: November 7 from 3:30 – 5:00
Review from last timeGeneral Principles of Evidence-Based
InstructionBoth NCLB and IDEA mandate that general
and special educators use methods and materials that work and have a positive impact on student progress
The hope is that the application of research to practice will result in significant improvements in student learning and achievement
Review from last timePhonological Awareness and Beginning Phonics
Training in phonemic awareness clearly does not constitute a complete reading program; phonological awareness is necessary but not sufficient for good reading
Good reading also requires mastery of more complex phonic skills, automaticity with sight words, a robust vocabulary, reasoning abilities, and world knowledge
Training in phonological awareness when coupled with systematic instruction in letter-sound correspondences, will help children move along the pathway to the development of efficient reading skills.
Review from last timePhonics and Sight Word Instruction
If a reader has poor basic reading skills, automatic word recognition and fluency are sacrificed and comprehension is compromised
If children do not acquire basic reading skills during the first 3 years of schooling, they will have a difficult time developing the levels of fluency, vocabulary, and comprehension necessary for effective reading in upper grades.
Chapter 4 – Reading Fluency Definition of Reading Fluency (pg 52)
Speed or rate of readingAbility to read materials with ease and expression
“Reading fluency is the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding” (Meyer & Felton, 1999)
The purpose of fluency instruction is to increase ease and automaticity with reading so that a reader can devote all of his or her attention to understanding the material
How Slow Reading Affects Reading PerformanceStudents read less text and have less time to
remember, review, or comprehend the text
Students expend more cognitive energy than peers trying to identify individual words
Students have trouble retaining parts of text in their memories and are then less likely to integrate those segments with other parts
Reading Fluency and ComprehensionBeginning readers first must focus on
accuracy of reading and as their skills develop shift more attention to understanding what they read.Fluent reading facilitates comprehension When readers are fluent, reading is effortless
and the reader is free to focus on meaning rather than word decoding
Characteristics of Students Struggling with Reading FluencyLimited Prosody – a student who lacks
expression when reading Has trouble modulating his or her voice with
proper stress and intonationIgnore punctuation marks , such as not
pausing at periods or raising the tone of voice for a question mark
Students who do not divide sentences into meaningful phrases will have trouble comprehending written text
Characteristics of Students Struggling with Reading FluencyElements of Good Oral Prosody
Vocal emphasis is placed on appropriate wordsVoice tone rises and falls at appropriate places
in textVoice tone rises at the end of a questionVocal tone represents character’s feelings and
emotionsAppropriate pauses are made at phrase
boundaries, using punctuation, prepositional phrases, subject-verb divisions, and conjunctions
Characteristics of Students Struggling with Reading FluencyThe rapid naming of colors, objects, digits,
and letters appears to be related to the later development of reading fluency
In Kindergarten and first grade, these early naming speed deficits are good predictors of who will struggle with fluency later in school
Characteristics of Students Struggling with Reading FluencyOrthographic Processing Problems
Trouble developing accurate high-quality mental representations of word patterns and spellings
Students have problems acquiring a sight vocabulary
Slow to recognize common syllable units and word parts easily and thus fail to develop automaticity with word recognition
Characteristics of Students Struggling with Reading FluencyWorking Memory and Attention Problems
Readers have to pay attention to the appearance of words to develop accurate orthographic representation
Slow word recognition results in a working memory bottleneck that then uses up attentional resources and affects reading comprehension
If a reader’s attention is drained by decoding words, little energy is left for the demanding process of comprehension
Determining Reading RateDivide the number of words read correctly by
the total amount of reading timeExample: A teacher counts out 100 words in a
passage and then times students as they read the passage. If a student reads 92 words correctly out of the 100 in 1.5 minutes, the words correct per minute (wcpm) would be 61.
Example 2: Have a student read a text for 1 minute. Count the total number of words read, minus the number of errors, to obtain the number of wcpm.
Self-corrections are not counted as errors, but do impact reading r ate
Word Reading Rate for 1-minute Timings30 correct wpm for 1st and 2nd grade children
40 correct wpm for 3rd grade children
60 correct wpm for mid-3rd grade children
80 correct wpm for students in 4th grade and higher
Determining Accuracy LevelAccuracy level is percentage of words read
correctlyDivide the number of words read correctly by the
total number of words attemptedExample: If the student reads 110 words correctly
out of a total of 120 words, the accuracy rate is 92% (110 wcpm/120 wpm= .916 or 92%)
Knowing a students accuracy level ensures that materials for building reading fluency will be at an appropriate instructional level for that student.
Accuracy LevelIn general, students should have an accuracy
rate of 90 to 94% on the material used for reading fluency instruction.
Focus on Accuracy or Fluency?If a student is making more than one error
for every ten (10) words read, instruction should focus on building accuracy
If a student is making fewer errors, for example one error in every 15 to 20 words, but has slow speed, then instruction should focus on building fluency
Effective Fluency InterventionsHave provisions of an explicit model of fluent
readingHave multiple readings of text with
corrective feedback on missed wordsEstablish performance criteria for increasing
the difficulty level of the text
Recommendations for Increasing FluencySelect interesting passagesEnsure active engagementHave students engage in multiple readings (three or four
times)Use instructional-level textUse decodable text with struggling readersRead passages aloud to an adultProvide extra practice with trained tutorsProvide corrective feedback on word errorsEstablish a performance goal or criterion of the number of
words per minuteProvide short, frequent periods of fluency practiceProvide concrete measures of progress using charts and
graphs
Fluency Intervention ProceduresSpeed DrillsChoral Reading or Neurological Impress
MethodRepeated ReadingPreviewingTaped Books and TechnologyProsodyFluency and ComprehensionCommercial Program
(See descriptions on pages 60 – 74)
Sharing TimeWhat method or program have you used to
help with fluency?What do you like about it? What don’t you like about it? How easy is it to use? Other comments
Share a method or program you currently don’t use but are interested in learning more about
Chapter 5: Vocabulary and Reading Comprehension Comprehension is a complex task that requires the
reader to identify words in text, know the meaning of the words, connect the ideas to prior knowledge, and retain information long enough to understand what is being read If a reader cannot quickly decode or recognize the
words in the text, then comprehension will sufferIf a reader can decode words but does not know what
they mean, then comprehension is compromisedIf the reader cannot connect the ideas presented in
the text with existing knowledge, then comprehension is difficult
Vocabulary ResearchChildren from homes at or near the poverty
level were exposed to about ¼ the volume of words that children from professional level families were exposed to.
By the end of second grade, a 4,000 word difference exists between children in the highest vocabulary quartile and children in the lowest, which is mostly a reflection of differences in experience
More Vocabulary ResearchStudents struggling with reading during the
first 3 years of school will have difficulty developing sufficient vocabulary, using adequate comprehension strategies, and acquiring adequate fluency.
Children with a limited oral vocabulary will struggle with nearly all aspects of academics
Reading StrugglesChildren struggle with reading due to either
limited decoding skills or limited word knowledgeA limited vocabulary by grade 3 has been
linked to declining comprehension scores in the later elementary years
Adequate reading comprehension depends on a person already knowing 90 to 95% of the words in a text
Characteristics of students struggling with vocabulary developmentDifficulty comprehending oral language
Trouble remembering and retaining words
Limited word choice
Exhibit errors when speaking, reading, or writing
Difficulty repeating sentences or learning new words
National Reading Panel Findings Related to VocabularyVocabulary should be taught directly and
indirectly
Words must be seen multiple times and in multiple contexts
Language-rich environments foster incidental learning of vocabulary
Technology helps develop vocabulary
No one single methods works best all of the time for teaching vocabulary
Effective Vocabulary InstructionOverall goal of a vocabulary program is to
expand both receptive and expressive vocabulary and to move more words from the receptive level to the expressive level
Receptive Level: I understand the word when I hear it or read it
Expressive Level: I understand the word when I use it in a conversation or in writing
Vocabulary Instruction Incidental Word Learning
Read Aloud Books on Tape Word Consciousness
Intentional Explicit Word Instruction STAR Framework Synonyms, antonyms, multiple-meaning words Semantic feature analysis Semantic maps, word webs, graphic organizers Preteaching vocabulary words Examples and nonexamples Keyword method
(See descriptions on pages 82 – 90)
Vocabulary InstructionIndependent Word-Learning Strategies
Contextual AnalysisResources (Dictionary, Encyclopedia, etc.)Morphemic Analysis
(See descriptions on pages 82 – 96)
Final Thoughts on Vocabulary?
Characteristics of Individuals Struggling with Reading ComprehensionLanguage-based problems
Limited vocabularyKnowledge gaps that interfere with their ability
to understand materials they readLack persistence – give up too easily when the
reading becomes too difficultDo not monitor their reading or pay attention
to how well they understand what they are reading
Tend to read all texts in the same manner, rather than adjusting their reading based on the type of text or the purpose for reading
Characteristics of Good ReadersReads actively (thinks about what is being read)Reads for a purpose (goal-oriented)Previews text (structure, relevant sections)Predicts while readingReads selectively (focusing on what is important)Constructs, revises, and questions meanings while
readingDetermines meaning of unfamiliar words and
conceptsUses prior knowledge to help understand the textMonitors understandingAdjusts reading rate and approach based on genre
Strategies Used by Good ReadersRelating new information with prior knowledgeFiguring out the main ideasQuestioning (generating and answering)Using knowledge of text structure (genre)Constructing mental images of the meaning conveyed
by the textMaking inferences beyond the information given in
the textMonitoring comprehension (self-regulation, think
aloud)Summarizing and paraphrasing important informationSeeking clarification when the meaning is confusing
National Reading Panel Findings Related to Reading ComprehensionVocabulary instruction is required to develop word
knowledge
A combination of comprehension strategies is most effective
The seven most effective reading comprehension strategies are:Comprehension monitoringCooperative learningGraphic and semantic organizersQuestion answeringQuestion generatingStory structuresSummarization
Most Effective Teaching Methods and Instruction Components for Reading Comprehension Directed response/questioning
Teacher asks questions, encourages students to ask questions, teacher-student dialogue
Control difficulty of processing demand of taskTeacher provides assistance as needed, gives simplified
demonstration, sequences steps from easy to difficult and presents in that order, allows students to control level of difficulty, keeps activities short
ElaborationActivities provide students with additional information
and explanation about skill/steps, use redundant text or repetition within text
(See descriptions on page 103)
Most Effective Teaching Methods and Instruction Components for Reading Comprehension Modeling of steps by teacher
Teacher demonstrates the steps students are to follow
Group InstructionInstruction or interaction between teacher and
students occurs in small groups with 6 or fewer students
Strategy Cues Teacher reminds students to use strategies or steps,
explains steps or procedures, uses a think-aloud model, identifies benefits of strategy use
(See descriptions on page 103)
Effective Comprehension InstructionIncludes explicit instruction in specific
comprehension strategies, as well as plenty of time and opportunity for actual reading, writing, and discussing text Balanced between teaching and practicing
Should not wait until students master decoding but rather should be emphasized from the very beginning of reading instruction
Should occur in a supportive classroom environment that fosters high-quality teacher-to-student and student-to-student dialogues and interactions about texts
Comprehension InstructionStrategy Instruction
Strategies for reading a text DR-TA K-W-L SQ3R MULTIPASS
Predicting Think Aloud Visualization Text Structures Summarizing Questioning Monitoring comprehension
(See descriptions on pages 102 - 113)
Comprehension InstructionExplicit Instruction
Reciprocal TeachingCollaborative Strategic Reading (CSR)Students Achieve Independent Learning (SAIL)Peer-Assisted Learning Strategies (PALS)
(See descriptions on pages 113 – 116)
Comprehension InstructionCommercial Products
Accelerated Reader/Reading RenaissanceEarly Intervention in ReadingFailure Free ReadingKaplan SpellReadPeer-Assisted Learning StrategiesReading RecoveryStart Making a Reader Today
(See descriptions on page 116)
Sharing TimeWhat method or program have you used to
help with comprehension?What do you like about it? What don’t you like about it? How easy is it to use? Other comments
Share a method or program you currently don’t use but are interested in learning more about
SummaryReading research indicates that children who
get off to a poor start in reading in first grade typically continue on this trajectory and do not catch up
Students with good reading skills accrue many benefits such as increased vocabulary and enhanced knowledge, while those who struggle with reading fail to achieve similar linguistic benefits Reading is a gateway skill that provides access
to learning, opportunity, and knowledge
Final ThoughtsQuestions? Comments?
Next session: November 7 from 3:30 – 5:00Chapter 6: Spelling
Chapter 7: Handwriting and Written Expression
Contact Information Heidi Hahn: [email protected] Jennie Stumpf: [email protected]