Reading Interventions that Work! Barb Denbow Brenda Schulz January 24, 2008

“The Big Five” Components of a Balanced Literacy Program Phonemic Awareness Phonics Vocabulary Fluency Comprehension

Research Based Instruction Research addresses results in achievement in reading Achievement is evident in the larger populations of students - generalizable Research proves effectiveness as compared to groups not using the strategy Research is high quality – peer reviewed

Forsyth’s Response to Intervention

Professional Learning Summer 2007 Leadership teams from all schools AIMSWeb overview Materials database Ongoing Title I / EIP Personnel – effective instructional practices and book studies Intervention Specialists System resource website - ANGEL

Research Based Strategies What we discovered There is a need for deeper understanding of effective reading research and instruction – what works. Teachers needed confidence in the strategies they were currently using as well as knowledge about other research based strategies. Everyone needed a “refresher” course in differentiation. Professional learning is needed on how to provide targeted instruction that effectively addresses each child’s need.

Consider Student Needs Phonemic awareness and phonics Phonics and fluency Fluency and comprehension Vocabulary and comprehension

Phonemic Awareness and Phonics Letter names and sounds Reviewing letters and sounds previously taught Manipulating phonemes Blending sounds Segmenting phonemes automatically Elkonin Boxes

Phonics and Fluency Work on decoding and reading decodable text Provide activities to learn new letter patterns Review, review, review Work with words during small group time

Fluency and Comprehension Guided reading format Modeling fluent reading Repeated Readings Echo Reading, Choral Reading, Partner Reading Cross Age Reading Poetry Corner Phrasing

Who Needs Fluency Help? 1 *WCPM = Words Correct Per Minute Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher 59(7): Who needs fluency help?

Fluency Activity Kllr Bs During this activity, look for the following strategies: Teacher modeling Repeated Reading Progress Monitoring

Vocabulary “Increasing the volume of students’ reading is the single most important thing a teacher can do to promote large scale vocabulary growth.” Nagy, 1998

Vocabulary Recognizing basic sight words Recognizing prefixes, suffixes Try this: Name the 13 words that account for approximately 25% of all the words in school text.

Vocabulary AAnd ForHe InIs ItOf ThatThe ToWas You

Comprehension Teachers merely assess comprehension rather than teach it. Teachers need to explain or model the process that the reader engages in when comprehending a text. Durkin, 1978

Vocabulary and Comprehension Think Alouds 3 X 3 Vocabulary Concept Definition Maps Semantic Feature Analysis List – Group – Label Text Structure Story Mapping Summarization

Vocabulary and Comprehension QAR (Raphael 1986) –Right There – The answer is easy to find –Think and Search – The answer is in the reading but comes from more than one sentence –Author and you – The answer is not in the reading. You think about what the author tells you and what you know –On my own – The answer is not in the reading. You think about what you know.

Comprehension Four research-based strategies for comprehension are: –Predict –Question –Clarify –Summarize

Reciprocal Teaching Video Clip from Reading Rockets

Reciprocal Teaching Activity Work with your neighbor and write the four parts of Reciprocal Teaching on the corresponding four flaps of your paper. Open the flap and write questions, draw a picture, or add notes that help you remember each part and its function. Share with your neighbors.