THE BIG PICTURE “Teaching Reading Sourcebook, 2 nd Edition” Jana L. Jones June 3, 2009

The Reading Deficit  Source of Reading Failure Neurological Factors Familial Factors Socioeconomic factors Instructional Factors Grade At or below Basic Level on NAEP 4 th Grade68% 8 th Grade70% 12 th Grade65%

What works and what doesn’t!  What Works: 100 extra minutes of - Proven researched based reading instruction - Provided by teachers who have received significantly more professional development.  What’s not working: Using instructional strategies that are not supported by research

The Brain and Reading “Evidenced-based reading instruction in phonemic awareness and phonics can change brain activity in struggling readers and assist in the activation and use of the areas in the back of the brain.” Shaywitz 2004; Aylward, 2003

Scientific Approach to Reading Instruction  Is the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instructions and reading difficulties.  Asks three questions: Has the research been published in a peer reviewed journal? Have the research results been replicated by other scientists? Is there a consensus that the research findings are supported by other studies?

Reading Instruction Essential Components  5 essential components of reading instruction include: Phonemic awareness Phonics Fluency Vocabulary Comprehension  Also can include print awareness, letter knowledge, irregular words and multisyllabic words.

Value in Reading Assessments  Four types of assessments Screening – identify at-risk students Progress Monitoring – determine if student is making adequate progress Diagnostic – pinpoint area of specific student weakness Outcome – bottom-line evaluation  Purpose of school level assessment plan: identify, monitor, collect data, assess instruction

Reading Failure “One of the most compelling finding from recent reading research is that children who get off to a poor start in reading rarely catch up.” Torgesen, 1998

Academic Language  Is defined as the language of texts, of academic discussion and of formal writing.  To be successful, students need to develop a specialized language that is distinct from conversational language.  Consists of both specialized and content specific words (phoneme or morpheme) and highly utilized terms (cognitive or diagnostic)

Differentiated Instruction  Required to meet the diverse needs of students with reading difficulties, students with disabilities, advanced learners and English-language learners.  Teachers plan instruction for four levels: Advanced – exceed grade level expectations Benchmark – meet grade level expectations Strategic – below grade level expectations Intensive – significantly below grade level expectations

“Democracy… can survive and flourish only with a literate citizenry.” Thomas Jefferson