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

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

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

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

IBR Foundational Features: Translating Research into Practice All Readers by 3rd Grade Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused  Audio clip introducing the IBR Foundational Features This Institute is anchored to four foundational features. These principles are embedded within, and infused throughout the entire Institute. Schoolwide: Each & All: To ensure that all students are readers by third grade, reading practices must be conceived of, implemented, and sustained at a schoolwide level. Only when a schoolwide system is established for all students, can we differentiate instruction to ensure that each students becomes a successful reader Prevention Oriented: The goal of schoolwide reading practices should be to prevent reading difficulties from occurring. Prevention is supremely more effective and efficient than trying to catch kids up who are already behind Results Focused: The ultimate goal of schoolwide reading practices is to increase student outcomes. The only way we can tell if our efforts are effective is by examining student reading data. Decision making should be driven by objective data Scientifically Based: There is a compelling and extensive scientific knowledge base in beginning reading. The adoption and implementation of reading practices should be guided and informed by solid scientific evidence Thomas-Beck © 2004

IBR Guiding Questions Goals: What outcomes do we want for our students in our state, district, and schools? Knowledge: What do we know and what guidance can we gain from scientifically based reading research? Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? Outcome Assessment: How far do we need to go to reach our goals and outcomes? Core Instruction: What are the critical components that need to be in place to reach our goals? Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Today’s Focus Thomas-Beck © 2004

Objectives: What You Will Learn and Do The objectives of today’s session are to: Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for phonemic awareness. Review data on all S/I phonemic awareness programs. Discuss overall strengths and weaknesses found in all S/I phonemic awareness programs. Provide an overview of selected S/I phonemic awareness programs. Thomas-Beck © 2004

Consumer’s Guide: Phonemic Awareness Items Thomas-Beck © 2004

Consumer’s Guide: Phonemic Awareness Items (cont.) Thomas-Beck © 2004

Summary of Results Thomas-Beck © 2004

Thomas-Beck © 2004

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

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

Phonemic Awareness Program Overview Early Reading Intervention Road to the Code Phonemic Awareness in Young Children Thomas-Beck © 2004

Program Comparison Thomas-Beck © 2004