Response to Intervention 1 Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

Response to Intervention 2 Big Ideas in Beginning Reading “Phonemic Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability to read words in connected text. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning.” Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from

Response to Intervention 3 Building Reading Fluency

Response to Intervention 4 CBM Student Reading Samples: What Difference Does Fluency Make? 3 rd Grade: 19 Words Per Minute 3 rd Grade: 70 Words Per Minute 3 rd Grade: 98 Words Per Minute

Response to Intervention 5 Reading Decoding ‘…Of course, when children cannot decode at all, there is little chance of comprehension. When they can decode but it requires a considerable effort, decoding competes with comprehension efforts for the limited capacity available for processing of text…so that effortful decoding consumes capacity that might otherwise be used to understand text.’ - Pressley & Wharton-McDonald, 1997

Response to Intervention 6 NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

Response to Intervention 7 Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading Interventions for… Increasing Reading Fluency

Response to Intervention 8 Paired Reading (p.17) The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

Response to Intervention 9

Response to Intervention 10 Building Reading Comprehension

Response to Intervention 11 Reading Comprehension Skills Checklist: p. 104

Response to Intervention 12 ‘Student Reader’ Activity In your ‘elbow groups’: Review the ‘Reading Comprehension Checklist’ (p. 104) Identify the 2-3 most frequent or important ‘comprehension blockers’ that you have observed in the population of ‘difficult-to-teach’ students with whom you work. Be prepared to share your selections with the larger group.

Response to Intervention 13 Processing Before Reading (Pressley & Wharton-McDonald, 1997) Good readers –have clear goals in mind before reading –overview the text before reading to: determine whether text is worth reading identify sections that may be most relevant Create a ‘reading plan’

Response to Intervention 14 Processing During Reading (Pressley & Wharton-McDonald, 1997) Good readers –pay ‘differential’ attention to information that pertains to their goals –may jump back and forth in the text to clarify confusion, review specific information –anticipate what will come next in the text and updare their predictions based on new information –make inferences based on reading –‘demonstrate passion’ for their reading

Response to Intervention 15 Processing After Reading (Pressley & Wharton-McDonald, 1997) Good readers –may reread or ‘reskim’ the text just read –may take notes on text or attempt to restate main ideas –continue to think about and reflect on text once they are done reading

Response to Intervention 16 ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback Comprehension Interventions That Rely on ‘Gist’ Sentences

Response to Intervention 17 Create a ‘gist’ sentence for this passage… ‘…when skilled readers read, they implicitly parse the text into micropropositions, the smallest units of meaning that can be conceived as verbs or prepositions as well as semantic roles that are related by the verbs or prepositions. All of the micropropositions specified in a text combine to capture the full meaning of the text. Of course, no one remembers every idea specified in a text. What people remember is the gist-the main idea of the text.’- Pressley & Wharton-McDonald, 1997

Response to Intervention 18 ‘Click or Clunk’ Self-Check (p.25) Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.

Response to Intervention 19 ‘Click or Clunk’ Check Sheet

Response to Intervention 20 ‘… The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘Click or Clunk?’ Example ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986)