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© Hampton-Brown 1
The Research Base of High Point
Introduction: The Research Base of High Point………………………………………………Page 2
Program Goals and Organization………………………………………………………………Page 3 Learning to Read and Beginning Language Skills Reading to Learn Evidence of Effectiveness of High Point………………………………………………………...Page 6 High Point—The Basics: Learning to Read……………………………………………………Page 7
Intensive Vocabulary and Language Development Survival Vocabulary
Teaching the Reading Fundamentals High Frequency Words Phonemic Awareness and Phonics Instruction Listening Comprehension Writing Instruction
High Point Levels A-C: Reading to Learn…………………………………………………….Page 16 Goals and Organization
Intensive Vocabulary and Language Development in High Point Levels A-C…..…………..Page 17 Language Functions and Vocabulary Instruction Academic English Grammar Instruction Reading Strategy Instruction in High Point Levels A-C…………….……………………..…Page 19 Prepare to Read Read Respond Explicit Instruction and Multi-Level Strategies in High Point Levels A-C………….……….Page 20 Writing Instruction in High Point Levels A-C.……..….……………………………………….Page 21 Assessment and Placement in High Point………………………………………………….……Page 23 High Point Connections to the TESOL Standards………………………………………..……Page 25 Bibliography of Related Research……….………………………………..……………………..Page 28
© Hampton-Brown 2
Introduction: The Research Base of High Point
The most recent initiatives within the No Child Left
Behind federal legislation have generated a
commitment to ensure that all students, regardless of
their background, have a chance to succeed in
school. Reading, writing, and speaking English well
are critical skills all students need to develop in
order to succeed in school and in society. For
students whose first language is not English, the
challenge is even greater to learn to speak, read, and
write English proficiently.
The new Adequate Yearly Progress (A.Y.P.)
requirements of the No Child Left Behind federal
legislation have also accelerated the need to increase
oral and written language proficiency in English
along with higher academic standards in reading and
language arts for English learners. In order to
achieve these high standards, students need research-
based, research-proven curriculum designed to
accelerate growth in language and literacy. Also,
teachers need tools, both instructional tools and
assessment tools, that will equip them for effective
instruction for these high standards and help close
the gaps in language and literacy for struggling
readers and English learners. High Point provides
students and teachers with the tools they need for
academic success.
Hampton-Brown used the most current scientifically
based research in the development of the
intervention program High Point designed for
struggling readers and English learners in grades 4
through 12 to accelerate growth in language and
literacy. The most current research in the areas of
reading and language acquisition forms the
foundation for the language and literacy instruction
in High Point. The research that was used in the
development of High Point is cited in this report and
comes from the current documents that define
scientifically based research in reading and language
acquisition instruction.
The National Institute of Child Health and Human
Development’s (NICHD) report of the National
Reading Panel in 2000 defines research-based
reading instruction with the inclusion of five
essential reading components—phonemic
awareness, phonics, fluency, vocabulary, and
comprehension. The National Reading Panel did not
analyze the literacy needs of English learners in their
2000 report; therefore, the National Literacy Panel
has been convened to analyze the literacy research
knowledge base related to the education of language
minority children and youth. Currently, The
National Literacy Panel is in the process of
analyzing the existing research that focuses on
English learners and literacy. The panel will release
the results of their findings in a draft report that will
become available in the spring of 2004. When the
report of the National Literacy Panel is published, it
will be the most comprehensive and systematic
synthesis to date of the literature on literacy
acquisition by language minority children and
youth.
© Hampton-Brown 3
Program Goals and Organization
High Point is a research-based intervention program
carefully designed for struggling readers and English
learners in grades 4-12 to accelerate growth in
language and literacy. The program includes four
overlapping levels that proceed along a continuum
from High Point—The Basics, a beginning language
and literacy level, to High Point Level C, the most
advanced level. From Level C, students move on to
study in mainstream materials. The spiraling
instruction in High Point advances students’ reading
levels and moves English learners through the stages
of language acquisition to become fluent speakers
and also proficient readers and writers.
Level C
Level B
Level A
The Basics
Learning to Read and Beginning Language Skills: High Point—The Basics
High Point—The Basics fully covers basic language
skills, including a complete scope of language
functions and structures while providing context for
developing vocabulary and grammar skills using
thematic units. The TESOL Standards provide the
foundation for the language development strand in
High Point—The Basics. The TESOL Standards
were developed by the TESOL Task Force on the
Education of Language Minority Students. These
standards are based on the most current research on
language learning in academic settings. A list
connecting High Point to the TESOL Standards can
be found on pages 24-26 in this document.
A key feature in High Point—The Basics is the
learning to read strand including complete,
systematic and explicit instruction in phonemic
awareness, phonics, decoding, high frequency
words, and comprehension skills up to a third-grade
reading level. This comprehensive intervention
program aligns with the findings of the National
Reading Panel for effective, research-based reading
instruction for students who are reading at a first-
through third-grade level. The five essential reading
components, defined in the report from the National
Reading Panel – phonemic awareness, phonics,
fluency, vocabulary, and comprehension – are the
same essential reading components that are
explicitly taught in High Point—The Basics as
shown in Figure 1. Hampton-Brown took the
National Reading Panel’s findings a step further for
English learners by including the crucial
© Hampton-Brown 4
instructional element of building language (the
meaning of words) before phonemic awareness and
phonics instruction begins. This instructional
approach is imperative for English learners who are
learning to read.
Figure 1. The National Reading Panel’s Five Essential Reading Components aligned to High Point—The Basics.
The National Reading Panel’s Five Essential Reading
Components
High Point—The Basics
Phonemic Awareness Each lesson begins by building oral vocabulary before building phonemic awareness.
Phonics
Systematic, explicit phonics instruction is comprehensive and well-sequenced, covering the entire scope of phonics and decoding skills from letters and sounds to multisyllabic words. (See Scope and Sequence on page 11.)
Fluency
Three different types of fluency-building activities are built into instructional lessons—intonation and expression, phrasing and sentence boundaries, and timed repeated readings.
Vocabulary Intensive vocabulary and language development are an integral component of every lesson.
Comprehension Direct instruction of comprehension skills and strategies, using a wide variety of genres, are taught and applied using graphic organizers.
Reading to Learn: High Point—Levels A-C
Once students have learned to decode in High
Point—The Basics, they build reading power
(vocabulary, comprehension, and fluency) through
the increasingly more difficult reading selections in
High Point Levels A-C. The direct, spiraling
instruction in text structures, reading strategies, and
comprehension skills moves students to a sixth-
grade reading level, ultimately moving them on to
study in mainstream materials. To solidify
comprehension skills, direct instruction of
comprehension strategies is included with each
reading selection in High Point as students Prepare
to Read, Read, and Respond to each reading
selection. This instructional framework of “before
reading,” “during reading,” and “after reading”
provides the support struggling readers need for
reading success (Vacca and Vacca, 1999).
Coupled with the explicit reading instruction in High
Point is a complete language development strand,
aligned with the TESOL standards, designed to
support English learners as well as struggling
readers who may also need to broaden their
vocabulary and gain facility with the structures of
English. The language and reading instruction paves
the way for the comprehensive Writing Projects in
each unit and gives students experience with the
modes and forms of writing delineated in the
standards and assessed on standardized tests. All five
writing modes—persuasive, narrative, expository,
descriptive, and expressive—are explicitly taught in
each High Point Level, A-C, using the writing
process as the vehicle to support the development of
proficient writers. The Scope and Sequence in High
Point, as shown in Figure 2, covers the full range of
skills struggling readers and English learners need
for academic success.
© Hampton-Brown 5
Figure 2. High Point Scope and Sequence
Scope and Sequence The Basics
Level A Level B Level C
Language Development and Communication
• Language Functions
• Language Patterns and Structures
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Concepts and Vocabulary ● ● ● ●
Reading
• Learning to Read: Concepts of Print, Phonemic Awareness,
Phonics, Decoding & Word Recognition
• Reading Strategies
• Comprehension
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Literary Analysis and Appreciation ● ● ●
Speaking, Listening, Viewing, Representing ● ● ● ●
Cognitive Academic Skills
• Learning Strategies
• Critical Thinking
• Research Skills
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Writing
• Handwriting
• Writing Modes and Forms
• Writing Process
• Writer’s Craft
• Grammar, Usage, Mechanics, Spelling
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Technology/Media ● ● ●
Cultural Perspectives ● ● ● ●
© Hampton-Brown 6
Evidence of Effectiveness of High Point
High Point is currently being implemented in
numerous schools and districts across the country
since the release of High Point Levels A-C in
August of 2000 and High Point—The Basics in
August of 2001. LAUSD in Los Angeles, CA;
Dearborn, MI; Detroit, MI; El Paso, TX; Boston,
MA; Washington, D.C., Newark, NJ; Osseo, MN;
Minneapolis, MN; St. Paul, MN; Burnsville, MN;
New York City, NY; Cicero, IL, Chicago, IL;
Aldine, TX; Fort Worth, TX; Beaverton, OR; Pasco,
WA; and Miami, FL are just a few of the districts
currently implementing High Point for struggling
readers and/or English learners in grades 4-12. For a
complete list of districts, please contact your local
sales representative.
High Point has been evaluated and state adopted for
Language Arts through ESOL grades 6-8 in Florida;
ESL and Reading Intervention grades 4-12 in
California (where High Point was the only program
listed on both the ESL and Reading Intervention
Lists), the ESL in 2004 for grades 6-8 in Texas; and
the ESL State Adoption List in Utah.
Hampton-Brown is in the process of conducting
formal research studies on the implementation and
effectiveness of High Point with data becoming
available in 2004. These studies analyze the
successful implementation of High Point in a variety
of grade 4-12 reading intervention and ESL settings.
Student reading and language acquisition gains are
being measured to demonstrate the effectiveness of
High Point as part of an overall English reading and
language arts curriculum with diverse groups of
learners.
© Hampton-Brown 7
High Point—The Basics: Learning to Read
Intensive Vocabulary and Language Development in High Point—The Basics
High Point—The Basics fully covers basic
language skills, including a complete scope of
language functions and structures while providing
context for developing vocabulary and grammar
skills. As previously indicated, The TESOL
Standards provide the foundation for the language
development strand in all levels of High Point
including High Point—The Basics. Every lesson in
High Point—The Basics includes language
objectives and language arts content objectives
linking the instruction to the research-based SIOP
(Sheltered Instruction Observation Protocol) Model
(Echevarria, Vogt, and Short, 2000).
The units in High Point—The Basics are based on
relevant, age-appropriate themes that provide the
context for the language and literacy development in
each of the 18 units. Thematic approaches provide a
meaningful framework for development of units that
teach language through exploration of
multidisciplinary materials (Ovando, Collier, and
Combs, 2003). Within these 18 thematic units, the
first four to six pages of each unit present the
targeted language functions, vocabulary, and
structures using specialized language development
strategies (see Figure 3) involving peer interaction.
Interactive academic tasks, with lots of opportunities
for talking to occur through peer interaction and
partnerships, are essential for language success
(Ovando, Collier, and Combs, 2003).
Figure 3. Specialized Language Development Strategies in High Point—The Basics
Specialized Language Development Strategies
Language Modeling
A song, poem, or chant on CD or tape models the targeted language function and the related vocabulary or structure. The tape includes four renditions so students can echo language, chime in, or supply words—all risk-free ways to try out language. For other pages, teachers model language by using scripts in the Teacher’s Edition or by playing the “Who’s Talking?” segment on the tape.
Guided Oral Practice
Every Language Development page includes a section (Express Yourself, Who’s Talking?, or Build Sentences) where students produce oral language, often in a partner activity.
Writing Application
Because oral and written production are so mutually reinforcive, each page also ends with a writing activity, often involving partner work or role-plays to spark the writing.
Visual Support
Vocabulary pages provide visual support for the new words, often in the form of photos with labels.
Direct Grammar Instruction
Pages that teach language structures (see High Point—The Basics Student Book pages 61 and 133, for example) begin with a skill box that directly states the concept and presents multiple examples with visual support. Also see the Language Structure Transfer Chart on pages T346-T351 of High Point—The Basics Teacher’s Edition to identify transfer issues.
Abundant Practice with Partners
Formats in the Student Book and in the Language Practice Book provide extensive repetition and practice that allow students to internalize the new skills. Partner work is a special emphasis with student-to-student discussions to maximize language use.
© Hampton-Brown 8
The following diagram shows the instruction in High
Point—The Basics for a lesson illustrating the
explicit instruction for language functions,
vocabulary, and grammar skills. These interactive,
motivational lessons spark active language use,
model specific language functions or structures, and
provide context for developing everyday and
academic vocabulary and grammar skills. This
instructional approach involves highly interactive
lessons focusing on teaching language through
meaningful content rather than language as an
isolated subject (Ovando, Collier, and Combs,
2003).
Survival Vocabulary in High Point—The Basics
Older students newly arrived in the U.S. face many
challenges: a different culture, a different language,
often a completely different system of writing. High
Point—The Basics begins with a special introductory
unit for newly-arrived students titled Carlos Comes
to Lakeside School (pages T10-T39 of the High
Point—The Basics Teacher’s Edition). This
introductory unit addresses the basic language
functions, survival vocabulary, and early patterns
and structures for newly arrived students including
an array of instructional tools and strategies that
specifically and effectively address the unique needs
of these students. These instructional approaches
also lower the affective filter as new language and
vocabulary skills are introduced. Research shows
that second-language acquisition occurs more
smoothly and swiftly when students’ affective filters
are low.
© Hampton-Brown 9
Teaching the Reading Fundamentals in High Point—The Basics
High Point—The Basics brings teachers and
students research-based, research-proven
instructional strategies that build automatic
recognition of a large body of high frequency
words, develop a strong foundation in phonemic
awareness, and provide explicit, systematic
instruction in phonics. Research has shown that
students who are struggling to read at a first
through third grade level need explicit instruction
in phonemic awareness and phonics (National
Reading Panel, 2000). For English learners who
are struggling to read, there are many language
inconsistencies and linguistic complexities in the
English language; therefore, there is a need for
systematic and explicit instruction for the basic
and most common sound/spelling correspondences
and some high frequency words (Honig, Diamond,
and Gutlohn, 2000).
Assessment of phonemic awareness tasks and
phonics skills for each student is available in the
Diagnosis and Placement Inventory for High
Point. Assessing each student’s orthographic
knowledge and providing instruction to match that
level supports English language learners (Bear,
Templeton, Helman, and Baren, 2003). There are
three placement points in High Point—The Basics
that allow teachers to individualize instruction and
meet students at their instructional level.
To equip teachers and students with the tools they
need for beginning phonics skills and high frequency
word instruction, High Point—The Basics includes
The Reading Basics Box, which contains Phonics
Transparencies for presenting the phonics and
structure skills as well as the decoding strategies,
Letter Tiles for building words and modeling
strategies, Word Tiles for high frequency word
instruction, and Teacher Scripts for delivering the
phonics instruction. The Teacher Scripts correspond
to the scripts in the Teacher’s Edition. This handy
format facilitates instruction at the overhead.
Through these components, High Point—The Basics
teaches all the essential phonics, word structure,
decoding, and word recognition skills to accelerate
students’ growth in language and literacy.
High Frequency Word Instruction in High Point—The Basics
In High Point—The Basics, students learn 266
high frequency words, most of which are taken
from the 300 Instant Words identified by Edward
Fry as the most common words in English print.
These words are often abstract but imperative for
comprehension and speaking. The first 100 words
are introduced in the first section of High Point—
The Basics. These first 100 words account for
approximately 50 percent of the words in English
print (Honig, Diamond, and Gutlohn, 2000).
© Hampton-Brown 10
The Spell-Out strategy is used to teach irregular and
as yet undecodable high frequency words. This
highly effective strategy prompts students to look at
a word, listen to the word, listen to the word in a
sentence, spell the word letter-by-letter, and then say
the word again. In this way, students commit each
word to memory by attending to its letter patterns.
Research has shown that the average student needs
between 4 and 14 exposures to a new word before it
is committed to memory (Lyon, 1998).
To provide more exposures to each new high
frequency word, each lesson includes a Word
Work activity, a practice page in the Reading
Practice Book, and ideas for daily reinforcement to
actively engage students in reading, writing, and
thinking about the meaning of each new high
frequency word. To develop automatic
recognition, students have repeated practice
reading the high frequency words in context.
Phonemic Awareness and Phonics Instruction in High Point—The Basics
Each phonics lesson in High Point—The Basics
begins with the Build Oral Vocabulary activity in
order to develop the meaning of the words in
advance of the decoding lesson. This instructional
approach of developing the meaning of words is
imperative for English learners who are learning to
read. This language-building activity uses the
Phonics Transparency along with strategies such as
pantomime, restatement, synonyms, multiple
examples, or games to preteach the meaning of
words students will decode.
After building oral vocabulary, the focus is on
developing phonemic awareness. Some of the
phonemes in the English language may not be
present in an English learner’s native language;
therefore, explicit instruction is needed. Instructional
phonemic warm-ups, always first in the Teacher
Script, are used to support the targeted phonics or
word structure skill. As students progress, the
phonemic awareness activities follow an appropriate
developmental sequence—from isolating and
matching sounds to blending, full segmentation, and
manipulation focusing on one or two tasks per
lesson (see Figure 4). The findings of the National
Reading Panel conclude that phonemic awareness
instruction is most effective when the focus is on
one or two types of phoneme manipulation, rather
than several types at the same time (National
Reading Panel, 2000).
© Hampton-Brown 11
Figure 4. Phonemic Awareness Tasks in High Point—The Basics
Phonemic Awareness Tasks in High Point—The Basics
• Counting Words • Counting Syllables • Rhyming • Matching Initial/Final Sounds • Blending Onset and Rime • Blending Sounds • Blending Syllables • Counting Sounds • Contrasting Sounds • Isolating Sounds • Taking Away a Sound • Segmenting Sounds
Phonics Instruction in High Point—The Basics
Phonics instruction in High Point—The Basics is
comprehensive and well-sequenced, covering the
entire scope of phonics and decoding skills from
letters and sounds to a repertoire of strategies for
reading multisyllabic words. See Figure 5 for a
complete list of phonics and decoding skills.
Figure 5. High Point—The Basics Phonics Scope and Sequence
Unit Phonics Skills
Lakeside School Letters and Sounds
Unit 1 Short Vowels
Unit 2 Short Vowels and Digraphs
Unit 3 Short Vowels, Digraphs, & Double Consonants
Unit 4 Blends and Digraphs
Unit 5 Long Vowels, Word Patterns, and Multisyllabic Words
Unit 6 Long Vowels and Word Patterns
Unit 7 Long Vowels and Word Patterns
Unit 8 Inflections
Unit 9 Inflections
Unit 10 Long Vowels
Unit 11 R-controlled Vowels
Unit 12 Multisyllabic Words
Unit 13 Words with y
Unit 14 Diphthongs and Variant Vowels
Unit 15 Variant Vowels and Consonants
Unit 16 Multisyllabic Words
Unit 17 Multisyllabic Words (Suffixes and Prefixes)
Unit 18 Multisyllabic Words
© Hampton-Brown 12
High Point—The Basics begins with a special
introductory unit, Carlos Comes to Lakeside School,
where students are taught the letter names, their
most common sounds, and their formation—both
upper case and lowercase. Students learn the terms
consonant and vowel from the very beginning, in
preparation for instruction in recognizing word
patterns and syllable junctures. As soon as students
learn the first group of consonants and one short
vowel, instruction moves to blending sounds to read
words. As lessons progress, students have extensive
practice and repetition including a cumulative
review of all letter-sound correspondences
previously introduced to date.
Units 1 through 3 in High Point—The Basics reteach
short vowels, providing abundant practice for each
vowel. For example, by the end of Carlos Comes to
Lakeside School, students will have had more than
300 opportunities to read words with short a. Next,
students learn increasingly complex letter-sound
correspondences such as digraphs, double
consonants, and blends, then learn to recognize open
and closed syllables, long vowel patterns,
inflections, r-controlled vowels, diphthongs, and
variant vowels and consonants. Multisyllabic word
instruction begins in Unit 5 where students learn to
use letter patterns to divide words into manageable
parts and blend the parts to read the word. In later
units, students also learn strategies for reading
compound words, plurals with –es, words with
inflections –ed and –ing, words with common
syllable types, words with schwa spelled a in the
first syllable, and words with prefixes and suffixes.
The systematic, explicit instruction in High Point—
The Basics ensures accelerated literacy growth for
all students. Additional instructional supports are
available in the High Point—The Basics Teacher’s
Edition to support English language learners. First,
the Language and Phonics Transfer Charts support
students by offering suggestions to help students
hear, feel, and say the different sounds of English.
The Phonics Transfer Chart identifies the English
sounds and symbols that often present transfer issues
from students’ home languages. Secondly, the
Multi-Level Strategies in the High Point—The
Basics Teacher’s Edition differentiate instruction for
English language learners who have interrupted
schooling, are preliteratre, are literate in their native
language, or who come from languages with non-
Roman alphabets.
© Hampton-Brown 13
Figure 6. Systematic Phonics Instruction in High Point—The Basics
Instructional Step Explanation of Instruction
1. Model/Teach
Teachers use the Phonics Transparency to directly teach the letter-sound correspondence or a strategy for reading multisyllabic words. The Teacher Scripts provide step-by-step instructions for introducing the phonics skill and modeling blending or the use of another decoding strategy.
2. Guided Practice
Each Phonics Transparency includes items for guided practice, and the Teacher Scripts suggest appropriate feedback strategies.
3. Independent Practice
Teachers will find abundant repetition and practice in the Reading Practice Book to build their students’ skills mastery. The Practice Book uses a variety of formats for independent practice. Many pages include decodable stories with words that represent target phonics skills and pretaught high frequency words. After reading a story, students complete a word sort that leads them to further explore target sounds and spellings.
4. Review and Reteach
A two-page summary lesson in the High Point—The Basics Student Book and Teacher’s Edition provides an opportunity for teachers to review and reteach letter-sound correspondences, word patterns, and syllable types. On the second page of the summary lesson students try the decoding strategy on their own, with step-by-step instructions that appear directly on the page. Each summary lesson includes practice with decodable text, dictation practice, and a hands-on activity that helps students make the connection between reading and writing.
5. Apply in Decodable Text
In High Point—The Basics, students have many opportunities to apply what they are learning to successfully read connected, decodable text. In addition to the practice with decodable text on the Reading Practice Book pages and in the Reading and Spelling lesson in the Student Book, High Point also offers 18 Decodable Books. Each book is designed to engage students’ interest and anchor their understanding of the new skills. In addition, each unit includes a “Read On Your Own” passage in the Student Book. These decodable passages represent a variety of genres and text structures, and grow in length and complexity across the level. Reading passages were carefully analyzed for decodability—over 90% of the words in every passage are made up of sounds and spellings taught to date or are previously taught high frequency words.
6. Build Fluency
After students read and respond to the “Read on Your Own” passage, they complete a fluency building activity in the Reading Practice Book. There are three different types of activities: those that focus on intonation and expression, those that focus on natural phrasing and sentence boundaries, and timed repeated readings that allow students to set goals for number of words read correctly per minute and chart their progress after practice sessions with a partner.
© Hampton-Brown 14
Listening Comprehension in High Point—The Basics Comprehension skills are explicitly taught in High
Point—The Basics using the Theme Books from The
Basics Bookshelf. Some comprehension skills can
be acquired informally, but explicit instruction in the
application of comprehension skills and strategies
has proven to be effective. Research has
demonstrated that instruction in comprehension
skills can help students understand what they read
and communicate with others about what they read
(National Reading Panel, 2000).
Using the Theme Books from Basics Bookshelf,
teachers use the “Words to Know” page at the start
of each Theme Book to widen and deepen the
vocabulary introduced earlier in the unit. In new
situations, students can use their prior knowledge
and perceptions to guide their behavior and
understanding. This is important for English
language acquisition because it allows students to
use existing knowledge to understand both the
academic and social complexities of the second
language (Wood, Woloshyn, and Willoughby,
1995).
After conducting the audio walk-through to preview
the Theme Book, the teacher reads the book aloud
several times. On one read-aloud, Read and Map, the
teacher models a comprehension skill by pausing to
think aloud and complete a graphic organizer that
visually represents the skill. Research has shown
that cognitive modeling improves comprehension as
it allows students to observe a strategy in action. In
cognitive modeling, the teacher demonstrates the use
of a strategy while “thinking aloud” to show the
thoughts and the reasoning that accompanies the
strategy (Wood, Woloshyn, and Willoughby, 1995).
After the teacher models the strategy, students
complete the same graphic organizer on their own in
the Student Book activity and then use the graphic
organizer to retell the story or share information
from the book. Teaching students to use a structural,
or graphic, organizer is another way to improve
comprehension (Wood, Woloshyn, and Willoughby,
1995). High Point—The Basics offers multiple
opportunities to practice and apply the strategies
fostering mastery and contributing to overall
academic achievement.
The comprehension skills taught in High Point—The
Basics, along with the graphic organizers that are
used to teach each skill, spiral up through all levels
of High Point. A sequence for introducing specific
comprehension skills should be carefully designed
(Carnine, Silbert, and Kame’enui, 1997). For the
scope and sequence of comprehension skills taught
in all levels of High Point, consult any High Point
Teacher’s Edition.
Comprehension instruction using expository text
also occurs in Part 3: Language Across the
Curriculum. This section often contains a science or
social studies article that is read aloud to students.
Comprehension skills and strategies are modeled to
support students as they comprehend expository text.
© Hampton-Brown 15
Writing Instruction in High Point—The Basics
Each unit in High Point—The Basics ends with a
Writing Project that allows the application of the
language skills taught in the unit. For example, the
Writing Project in Unit 7 (page 141) incorporates the
use of commands, modals, and vocabulary taught
earlier in the unit. While the writing process is
formally introduced in High Point Level A, the
Writing Projects in High Point—The Basics proceed
in steps akin to the writing process and provide step-
by-step support, including opportunities to check
and revise the writing.
© Hampton-Brown 16
High Point Levels A-C: Reading to Learn
Goal and Organization of High Point Levels A-C
The goal of High Point Levels A-C is to build power
in reading, writing, and language using thematic
units based on relevant, age-appropriate themes that
provide the context for language and literacy
development.
High Point Levels A-C each contain 5 thematic
units. Thematic approaches provide a meaningful
framework for development of units that teach
language through exploration of multidisciplinary
materials (Ovando, Collier, and Combs, 2003).
Each unit contains reading selections in two themes
followed by a Writing Project. The reading
selections in both themes scaffold the instruction for
the Writing Project at the end of each unit. The
Writing Projects teach the writing process and
address all modes of writing—narrative, expressive,
descriptive, expository, and persuasive.
In terms of building reading power across the levels,
the High Point Level A-C Student Books advance in
reading levels, increase selection length and text
density, decrease picture/text correspondence, and
increase the complexity in vocabulary, concepts,
sentence structures, and verb tenses. Each reading
selection follows a systematic instructional path:
1) Prepare to Read, 2) Read, and 3) Respond. This
systematic path scaffolds instruction and provides
the support struggling readers need for reading
success (Vacca and Vacca, 1999).
As previously mentioned, The TESOL Standards
provide the foundation for the language development
strand in all levels of High Point. In addition, every
lesson in High Point Levels A-C includes language
objectives and language arts content objectives
linking the instruction to the research-based SIOP
(Sheltered Instruction Observation Protocol) Model
(Echevarria, Vogt, and Short, 2000).
© Hampton-Brown 17
Intensive Vocabulary and Language Development in High Point Levels A-C
Language Functions and Vocabulary Instruction in High Point Levels A-C
The “Build Language and Vocabulary” lessons
throughout High Point Levels A-C are important tools
in delivering the intensive language development.
These lessons target a language function that is the
focus for the upcoming reading selection (Level A) or
theme (Levels B and C). Listening activities on CD or
tape using songs, speeches, etc., with natural language
models or intriguing visuals and quotations serve as a
springboard to a motivational activity in which
students use language. Additional opportunities to use
these language functions occur at the end of each
reading selection in the Respond section. The “Build
Language and Vocabulary” lessons also teach
vocabulary skills and theme-related words that
scaffold instruction for the upcoming reading selection
and theme. Research has shown that judicious
attention to concept development and vocabulary can
have a positive impact on vocabulary development and
can also positively affect comprehension (Blachowicz
and Fisher, 2002).
Teaching critical vocabulary prior to student reading
increases academic engagement in student learning
(Gersten and Baker, 2000). Vocabulary instruction is
one of the most essential prereading activities that
directly relates to the ability to comprehend text
(Carnine, Silbert, and Kame’enui, 1997). The
“Prepare to Read” lessons in High Point Levels A-C
occur prior to each reading selection and teach a
limited number of key vocabulary words that are
central to the understanding of the reading selection.
Words for vocabulary instruction should be limited
to a small number that are crucial for reading
comprehension. These critical words should be
carefully introduced, practiced, and reviewed
(Carnine, Silbert, and Kame’enui, 1997).
The “Prepare to Read” lesson also provides a
practice activity that teaches a variety of vocabulary
strategies that anchors students’ understanding of
each word. Because vocabulary instruction is an
ongoing process, a teacher needs to vary the delivery
of instruction using different vocabulary strategies
(Stahl, 1999). The key vocabulary words in High
Point Levels A-C are highlighted in yellow in the
reading selection. In addition, bold words in the
reading selection identify difficult but less important
words whose meanings are restated in an on-page
glossary. The meanings may be substituted directly
into the text to help students keep reading and
thereby increase fluency and comprehension.
The vocabulary instruction in High Point Levels A-
C incorporates sheltered instruction where teachers
select and teach words critical for understanding the
text and provide a variety of ways for students to
learn, remember, and use the words (Echevarria,
Vogt, and Short 2003). This instructional approach
aligns with the instructional approach to vocabulary
in the SIOP model.
.
© Hampton-Brown 18
Academic English Taught in High Point Levels A-C The reading selections in each High Point Student
Book are connected to content, particularly science
and social studies, with an emphasis on expository
text. Thus, the key vocabulary taught in the “Prepare
to Read” lesson includes a great deal of academic
vocabulary. In addition, the Respond section at the
end of each reading selection contains instruction for
Content Area Connections where more academic
vocabulary is developed.
Grammar Instruction in High Point Levels A-C
The “Build Language and Vocabulary” lessons also
include instruction that focuses on the targeted
grammar skill in each unit. The Instructional
Overheads in High Point Levels A-C are used to
present the targeted grammar skill. After the skill is
presented, students practice the skill in the High
Point Practice Book before applying it in the
speaking or writing activity that is also included at
the end of the “Build Language and Vocabulary”
lesson.
Grammar minilessons in the High Point Teacher’s
Editions present skills that reinformce or extend the
logical sequence of grammar skills. Each minilesson
has extensive practice and repetition in the High
Point Practice Book. The Respond section at the
conclusion of each reading selection contains a page
for Language Arts and Literature activities where
additional grammar lessons are found along with
accompanying High Point Practice Book pages.
The grammar activities in “Build Language and
Vocabulary” coupled with the minilessons in the
High Point Teacher’s Edition and the skills lessons
in the Respond section form a complete and logical
sequence of grammar instruction. Additionally, the
Student Handbook, at the end of each High Point
Student Book, provides support for the grammar
lessons and builds independence. The Student
Handbook also offers support in language and
learning strategies, writing, as well as grammar,
usage, mechanics, and spelling.
© Hampton-Brown 19
Reading Strategy Instruction in High Point Levels A-C
Prepare to Read: For each reading selection in
High Point Levels A-C, the “Prepare to Read”
lesson targets a strategy central to the understanding
of the reading selection. The teacher uses an
Instructional Overhead to model the explicit steps in
the strategy. This strategy is also outlined in the
High Point Student Book. Research has shown that
cognitive modeling improves comprehension as it
allows students to observe a strategy in action. In
cognitive modeling, the teacher demonstrates the use
of a strategy while “thinking aloud” to show the
thoughts and the reasoning that accompanies the
strategy. Teaching students to use a structural, or
graphic, organizer is another way to improve
comprehension (Wood, Woloshyn, and Willoughby,
1995).
Read: The reading selections in High Point Levels
A-C are broken into manageable “chunks” to
support comprehension and fluency and provide
opportunities to check for understanding before
moving on to the rest of the reading selection. Well
presented text enables readers to identify the
relevant information in the text that is central to
comprehension. Components of well presented text
include visual cues, such as spacing that divides
sentences into “chunks” or meaningful thoughtful
units, that highlight main ideas and relations
between ideas (Simmons and Kame’enui, 1998).
Reducing text into more manageable units enables
readers to learn in an economical fashion, extract
ideas, and recall text (Wood, Woloshyn, and
Willoughby, 1995). Opportunities to check for
understanding are presented in the “Before You
Move On” feature at the end of each reading
“chunk.” The “Before You Move On” feature
includes questions that are listed in the High Point
Student Book to support independence in monitoring
comprehension.
While students read the reading selections, they
apply the reading strategy that was previously
modeled in “Prepare to Read.” Graphic organizers,
from the High Point Teacher’s Resource Book, are
used to support comprehension as students read,
retell the story, or share information from the
reading selection. These graphic representations help
students put information into a manageable format,
show relationships between ideas, and increase the
involvement of the reader (Irvin, 1998). Research
has revealed that text comprehension can be
improved using explicit instruction for specific
comprehension strategies and that graphic and
semantic organizers help readers develop concepts
and help them focus on the text structure as they
read (National Reading Panel, 2000).
© Hampton-Brown 20
Respond: After each reading selection, students
demonstrate the comprehension skill in the “Sum It
Up” activity. In “Sum It Up,” students work
independently or with a partner to check for
understanding and expand upon their ideas using the
graphic organizer from the High Point Teacher’s
Resource Book. Additional opportunities to respond
orally to the reading selection are included in the
“Think It Over” and “Express Yourself” sections.
After reading, students have a variety of
opportunities to demonstrate understanding of the
comprehension skill and reading selection. The goal
of postreading activities is to integrate, synthesize,
and consolidate information that has been read in the
selection (Carnine, Silbert, and Kame’enui, 1997).
Explicit Instruction and Multi-Level Strategies in High Point Levels A-C
Step-by-step instruction in the High Point Teacher’s
Edition, High Point Student Book, and on the
Instructional Overheads is used to introduce skills
and strategies in language and literacy instruction.
These steps appear in the High Point Student Book
to allow students to take responsibility for their
learning and to inform both teachers and students of
the steps to follow in the core instruction. This
learning mode is what will be expected of students
when they study in grade-level materials. (The
Instructional Overheads also appear as blackline
reproducibles in the High Point Teacher’s Resource
Book.)
The Multi-Level Strategies in High Point Levels A-
C differentiate instruction for beginning,
intermediate, and advanced students. A variety of
strategies focusing on language and literacy skills
are used to differentiate instruction for English
language learners and struggling readers. The multi-
level strategies are specific to each lesson and are
listed in the High Point Teacher’s Edition.
© Hampton-Brown 21
Writing Instruction in High Point Levels A-C
The Writing Projects that conclude each unit address
all modes and forms of writing in the language arts
and ESL standards. In addition, there is instruction
in the writing process, developing research and
technology skills, and provisions for frequent
evaluation and revision of work. Each level of High
Point addresses the following five writing modes:
Narrative
Expressive
Descriptive
Expository
Persuasive
To begin each Writing Project, students study a
writing mode through professional and student
writing models and explore ways to organize their
writing. The professional writing models include the
reading selections that students previously studied in
the unit. Students have an opportunity to de-
construct a student writing model to identify the
elements that need to be present in each form of
writing. Writing stimulates reading; reading
stimulates writing. Talking about one’s own writing
and other authors’ writing leads to continuing
cognitive and academic growth through language
acquisition: the full circle (Ovando, Collier, and
Combs, 2003). The reading selections in High Point
Levels A-C scaffold the writing instruction by
providing examples of reading selections that model
each writing mode. The High Point Instructional
Overheads also scaffold the instruction for each step
of the writing project.
To continue the writing instruction, students read the
writing prompt and use the writing process to create
a composition. The explicit instruction in the
Writing Projects supports students in their writing.
Students will certainly acquire language when they
are involved in meaningful activities, but writing
skills must be taught explicitly (García and Beltrán,
2003).
During the Prewrite step, students always make a
FATP Chart to identify their Form, Audience,
Topic, and Purpose. This step allows students to
determine their focus for the Writing Project and
personalize their writing. Teachers need to provide a
context that facilitates the prewriting process,
including strategies such as brainstorming ideas,
word mapping or webbing, conversations with peers,
strategic questioning, and information gathering
through interviews or reading (Ovando, Collier, and
Combs, 2003). Many opportunities are included in
the Prewrite step to help students develop the ideas
that will become the text of their writing.
© Hampton-Brown 22
In the Draft step, students work on aspects of the
writer’s craft, such as word choice or elaboration,
and study language models that show examples of
writing that is “just okay” and “much better.” Again,
teacher-directed instruction using the High Point
Instructional Overheads supports students as they
develop the craft of writing.
The High Point Instructional Overheads allow the
teacher to model the revision and proofreading
processes before students undertake these steps in
their own work. Revising strategies also model
language for effective participation in peer
conferences. Peer feedback does not happen
naturally; teachers need to facilitate the process
through guidance and careful modeling (Ovando,
Collier, and Combs, 2003). A Grammar in Context
lesson is also included in the Revising and
Proofreading steps relating the unit’s grammar focus
to the writing.
Some Writing Projects involve research. For these
projects, students follow the steps of the Research
Process outlined in the Student Handbook. These
research projects include explicit instruction in the
Teacher’s Edition. Technology features within the
Writing Projects help students learn to write, revise,
edit, and publish their work on the computer. The
Student Handbook also supports the use of
technology.
Writing instruction occurs throughout all units in
High Point Levels A-C providing numerous
opportunities to write on a daily basis.
© Hampton-Brown 23
Assessment and Placement in High Point
High Point offers a comprehensive array of
assessment tools to inform placement and instruction
to address the needs of struggling readers and
English learners. To identify students who should
study in High Point, consider the following:
• Standardized tests measure student
performance in relation to the national norm.
These tests report a student’s percentile rank.
Students scoring below the percentile rank
set by the district, generally the 25th
percentile, need the intervention program.
• Students whose reading is two or more years
below their grade level need the intervention
program. Fluency assessments and other
reading assessment can be used to determine
a student’s reading level.
• For English learners, districts are required to
administer a test that measures language
proficiency level. Use the information from
this test to identify students who need
English language development.
Once students have been identified to receive
reading intervention, correct placement into High
Point is crucial to students’ success in the program.
The Diagnosis and Placement Inventory that
accompanies High Point provides for six placement
points into the materials. Students who need
decoding skills will be placed in one of three
placement points in High Point—The Basics.
Students who have mastered decoding skills will be
placed at the beginning of Level A, Level B, or
Level C according to their reading level and the
array of skills measured on the Diagnosis and
Placement Inventory. For a more detailed
description on the Diagnosis and Placement
Inventory, refer to the Teacher’s Edition of the
Diagnosis and Placement Inventory and the High
Point Assessment Handbook for any level of the
program.
The assessment tools in High Point and the spiraling
curriculum work together to ensure that students
receive the instruction they need to accelerate their
growth in language and literacy.
© Hampton-Brown 24
Assessment Tool
Description
Entry Level and
Placement
Progress Monitoring
Summative Evaluation
Standard Benchmark Reading Fluency Assessment Passages
Three graded and equivalent passages are provided for each grade and are designed for administration at the beginning, middle, and end of the year. Administration of the passages identifies the students’ fluency rate measured in words read correctly per minute (wcpm). This fluency rate can be compared to normative performance in order to identify students who need instruction in High Point or to assess their progress and achievement.
√ √ √
Diagnosis and Placement Inventory
This inventory surveys the skills taught in each level. It provides for six placement points into the program and gives a picture of the student’s strengths and weaknesses in specific skill areas.
√
Language Acquisition Assessments
These assessments identify opportunities in each unit for performance assessments in which you can evaluate how well students demonstrate the language functions and structures targeted in the unit.
√
Decoding Progress Checks
At The Basics level, these word lists can be used on a weekly basis to monitor attainment of the targeted phonics skills.
√ Selection Tests
At Levels A-C, twenty tests, one per main selection, measure students’ progress in reading strategies and vocabulary, comprehension, and language arts skills taught with the main selection.
√
Standard Progress Monitoring Reading Fluency Assessment Passages
Weekly graded and equivalent passages are provided for each grade. By measuring the number of words read correctly on the passages across several weeks, you can monitor a student’s progress and plan effective instruction.
√
Writing Assessments
At Levels A-C, these assessments, one per unit, provide rubrics and scoring guidelines for evaluating a student’s writing in the mode and form targeted in each unit’s writing project.
√
Writing Checklist/Writing Progress & Conference Form
These forms can be used to evaluate any writing done by the students and to hold writing conferences.
√
Self-Assessment Forms
These forms enable students to evaluate their own work. √
Peer-Assessment Forms
This form provides a vehicle for peer feedback on a variety of student work. √
Portfolio Evaluation Form
This form serves as a record of both teacher- and student-selected samples in the portfolio and provides for summarizing performance.
√ Unit Tests These tests, one for every three units at The
Basics level and one for every unit at Levels A, B, or C measure students’ achievement.
√ Student-Profile: Year-End
This form organizes information obtained from both formal and informal assessment and provides a permanent record of performance.
√
© Hampton-Brown 25
High Point: Connections to the TESOL Standards
High Point is a standards-based Language Arts program that utilizes specialized instructional strategies to provide
access to the standards for English language learners. The Scope and Sequence of the program directly and
comprehensively addresses all Language Arts standards as well as standards for vocabulary and language
development (TESOL standards).
TESOL Goals, Standards and Descriptors
Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in
social interactions.
• The sub-strand Social and Academic Language Functions within the strand for Language Development
and Communication addresses this standard (see p. T374). Students are involved in social interactions
throughout the program in lessons the Unit Launch and Theme Opener lessons, the Build Language and
Vocabulary lessons, the Respond lessons.
Goal 1, Standard 2: To use English in social settings: Students will interact in, through, and with spoken and
written English for personal expression and enjoyment.
• The strands for Language Development and Communication (see p. T374), Reading (see p. T375), and
Cultural Perspectives (see p. T380) address this standard. As students read, discuss, and respond to the
authentic, multicultural literature selections and participate in writing projects throughout program, they
work within this standard.
Goal 1, Standard 3: To use English to communicate in social settings: Students will use learning strategies to
extend their communicative competence.
• This standard is addressed primarily through the Language Development and Communication strand (see
p. T374) and the Learning strategies sub-strand within the Cognitive Academic Skills strand (see p. T377).
The descriptors and progress indicators for this standard also indicate the learning objectives in the area of
research skills and technology. These aspects would be addressed through the Research Skills sub-strand
under Cognitive Academic Skills (see p. T377) and the Technology and Media strand (see p. T380).
Goal 2, Standard 1: To use English to achieve academically in all content areas: Students will use English to
interact in the classroom.
• The descriptors for this standard include mostly language functions which are addressed in the Language
Development and Communication strand in the Social and Academic Language Functions sub-strand (see
p. T374). However, aspects related to this standard may be found throughout virtually every strand of the
Scope and Sequence and in every lesson
© Hampton-Brown 26
Goal 2, Standard 2: To use English to achieve academically in all content areas: Students will use English to
obtain, process, construct, and provide subject matter information in spoken and written form.
• This standard is primarily addressed in the Critical Thinking sub-strand under Cognitive Academic Skills
(see p. T377). Students work with this standard, and its descriptors and progress indicators, as they
summarize and respond to the literature selections and participate in the Content-Area Connections
lessons.
Goal 2, Standard 3: To use English to achieve academically in all content areas: Students will use appropriate
learning strategies to construct and apply academic knowledge.
• The strands for Reading (see p. T375) and the Cognitive Academic Skills (see p. T377) address this
standard most directly. However, some aspects of this standard are also addressed in the strand for
Listening, Speaking, Viewing and Representing (see p. T378).
Goal 3, Standard 1: To use English in socially and culturally appropriate ways: Students will use the appropriate
language variety, register, and genre according to audience, purpose, and setting.
• This standard is addressed through the strands for Listening, Speaking, Viewing, and Representing (see p.
T378) and Language Development and Communication (see p. T374). The Cultural Perspectives strand
(see p. T380) also addresses aspects of this standard.
Goal 3, Standard 2: To use English in socially and culturally appropriate ways: Students will use nonverbal
communication appropriate to audience, purpose, and setting.
• This standard is addressed through the strand for Listening, Speaking, Viewing and Representing (see p.
T378).
Goal 3, Standard 3: To use English in socially and culturally appropriate ways: Students will use appropriate
learning strategies to extend their sociolinguistic and sociocultural competence.
• The strands for Language Development and Communication (see p. T374) and Listening, Speaking,
Viewing, and Representing (see p. T378) address this standard.
In addition to the direct connections to these standards through the program Scope and Sequence, the instructional
design of High Point is particularly suited to the needs of English learners. Instruction consistently provides a
focus on activating prior knowledge, building background, and providing context. There is a focus on building
language and vocabulary with specially designed lessons to lay the foundation for each and every theme study.
The High Point Teacher’s Editions provide multi-level strategies to tailor instruction to the needs of students at
varying levels of language proficiency.
© Hampton-Brown 27
Instructional overheads and blackline masters provide additional visual support, beyond the High Point Student
Book, for teaching key concepts related to language arts, grammar and writing, and language development.
Audio support, with multiple language models, is also provided for the Build Language and Vocabulary Lessons
as well as for each of the authentic literature selections.
© Hampton-Brown 28
Bibliography of Related Research
* Items identified with an asterisk are individual articles or book chapters. Adams, M.J., B. R. Foorman, I. Lundberg, and T. Beeler. 1997. Phonemic awareness in young children: A
classroom curriculum. Baltimore, MD: Brookes. Atwell, N. 1987. In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann. *Beck, I. L. and C. Juel. 1992. The role of decoding in learning to read. In S. J. Samuels and A. E. Farstrup (eds.),
What research has to say about reading instruction. Newark, DE: International Reading Association. Bear, D. R., M. Invernizzi, S. Templeton, and F. Johnston. 2000. Words their way: Word study for phonics,
vocabulary, and spelling instruction (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. Bear, D.R., Templeton, S., Helman, L.A., and Baren, T. 2003. Orthographic development and learning to read in
different languages. In English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.
Blachowicz, C. and P. Fisher. 1996. Teaching vocabulary in all classrooms. Upper Saddle River, NJ:
Prentice-Hall. Carnine, D. W., J. Silbert, and E. J. Kameenui. 1997. Direct instruction reading. (3rd ed.) Upper Saddle River, NJ:
Prentice-Hall. Chall, J. S. and H. M. Popp. 1996. Teaching and assessing phonics: A guide for teachers. Cambridge, MA:
Educators Publishing Service. *Chard, D. J., D. C. Simmons, and E. J. Kameenui. 1998. Word recognition: Instructional and curricular basics
and implications. In D. C. Simmons and E. J. Kameenui (eds.), What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Erlbaum.
*Dickson, S. V., D. C. Simmons, and E. J. Kameenui. 1998. Text organization: Research bases. In D. C. Simmons
and E. J. Kameenui (eds.), What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Erlbaum.
*Dowhower, S. 1994. Repeated reading revisited: Research into practice. Reading and Writing Quarterly 10. Echevarria, J., Vogt, M., and Short, D.J. 2004. Making content comprehensible for English learners: The SIOP
model. (2nd ed.). Boston, MA: Pearson Education. Fry,E. 1993. 1000 Instant Words. Westminster, CA: Teacher Created Materials. García, G.G. and Beltrán, D. 2003. Revisioning the blueprint: Building for the academic success of English
learners. In English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.
Gersten, R. and Baker, S. 2000. What we know about effective instructional practices for English-language
learners. Exceptional Children. Vol. 66, No. 4, pp. 454-470.
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Hall, S.L. and L. C. Moats. 1999. Straight talk about reading: How parents can make a difference during the
early years. Lincolnwood, IL: NTC/Contemporary Publishing Group. Henry, M. 1990. Words: Integrated decoding and spelling instruction based on word origin and word structures.
Austin, TX: PRO-ED. Honig, B., Diamond, L., and Gutlohn, L. 2000. CORE Teaching reading sourcebook for kindergarten through
eighth grade. Novato, CA: Arena Press. Irvin, J.L. 1998. Reading and the middle school student: Strategies to enhance literacy (2nd ed.). Needham
Heights, MA: Allyn & Bacon. Lyon, G.R. (1998) Statement of Dr. G. Reid Lyon—Before the Committee on Labor and Human Resources
(April 28, 1998). Bethesda, MD: National Institute of Child Health and Human Development. *Moats, L. C. Spelling: The difference instruction makes. In CORE reading research anthology (2nd ed.).
Novato, CA: Arena Press. *Nagy, W.E. 1998. Teaching vocabulary to improve reading comprehension. Newark, DE: International
Reading Association. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
Ovando, C. J., Collier, V. P., and Combs, M. C. 2003. Bilingual and ESL classrooms: Teaching in multicultural contexts. (3rd ed.). New York, NY: McGraw-Hill.
*Rasinski, T. V. 1998. Developing syntactic sensitivity in reading through phrase-cued texts. In CORE reading
research anthology. Novato, CA: Arena Press. *Shefelbine, J. 1990. A syllable-unit approach to teaching decoding of polysyllabic words to fourth- and sixth-
grade disabled readers. In J. Zutell and S. McCormick (eds.), Literacy theory and research: Analysis from multiple paradigms (pp. 223-230). Chicago: National Reading Conference.
Stahl, S. A. 1999. Vocabulary development. Cambridge, MA: Brookline Books. *Templeton, S. and D. Morris. Questions teachers ask about spelling. In CORE reading research anthology
(2nd ed.). Novato, CA: Arena Press. *Torgesen, J. K. and P. Mathes. 2001. What every teacher should know about phonological awareness.
In CORE reading research anthology (2nd ed.). Novato, CA: Arena Press. Vacca, R.T. 2001. Thank you, Mrs. Bean: Seeking balance for students who struggle as readers. Voices from the
Middle. Vol. 8, No. 4, pp. 8-14. Wood, E., V. E. Woloshyn, and T. Willoughby (eds.). 1995. Cognitive strategy instruction for middle and
high schools. Cambridge, MA: Brookline Books.