1. New York State Reading First and Adolescent Literacy Conference
I HAVE DATA….NOW WHAT?
New York State Reading First and Adolescent Literacy Conference
June 30-July 1, 2008
Sally Grimes, Ed.M.
Grimesreadinginstitute.com
Rockport, MA

2. Agenda 1.What Happens When We Read?
2.Using Data and Research To Help Us Meet Readers Where They Are
3.The Resource Guide:
~Infrastructure Check List and General Principles
~Strategies for Each of Five Components
~Helpful Hints and “Hot” Websites

3. The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
Skilled Reading- fluent
coordination of word reading and comprehension processes
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
increasingly
strategic
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
increasingly
automatic
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

4. Word Identification Comprehension Fluency Orthographic Processing
Phonological Processing
(Letter Processing) (Sound Processing)
Letter/Sound Association—Phonics
(Memory Storage/Retrieval/Rapid Naming)
Automaticity
Fluency
Comprehension
Semantics Syntax Morphology Pragmatics
(Vocabulary/ (Grammar) (Word Structure) (Social Use)
Higher Order
Thinking)
© Pamela E. Hook, Ph.D.

5. Poor Orthography: Failing This Sight Word Test
smoak
circus
wagon
first
traid
smoke
cercus
wagen
ferst
trade

6. More on Big Ideas:

7. Focus Instruction on Big Ideas
Phonemic awareness
Alphabetic principle
Accuracy and fluency with connected text
Vocabulary
Comprehension

8. Why focus on BIG IDEAS?
Intensive instruction means: teach less more thoroughly
If you don’t know what is important, everything is.
If everything is important, you will try to do everything.

9. DIBELS Assesses the Big Ideas
Big Idea of Literacy
DIBELS Measure
Phonological Awareness
Initial Sound Fluency
Phoneme Segmentation Fluency
Alphabetic Principle
Nonsense Word Fluency
Accuracy and Fluency with Connected Text
Oral Reading Fluency
Comprehension
At least through grade 3:
A combination of Oral Reading Fluency and Retell fluency
Vocabulary- Oral language
Word Use Fluency
Indicator of Risk
Letter Naming Fluency

10. Basic Early Literacy Skills
What Are DIBELS™?
Dynamic
Indicators of
98.6
Basic Early Literacy Skills

11. Research on Early Literacy: What Do We Know?
In sum:
Catch up . . .
doesn’t cut the mustard!

12. Letter Naming Fluency
Examiner shows the student the page of letters. Student says the names of the letters.
Score: Number of letters correctly named in 1 minute.

13. DIBELS™ Initial Sound Fluency
(ISF)
Examiner names the pictures and asks the student to point to a picture that begins with a specific sound.
Examiner asks the student to say the first sound in a word.

14. Phoneme Segmentation Fluency (PSF)
Examiner says a word. Student says the sounds in the word.
Score: Number of correct sound segments student says in 1 minute.

15. DIBELS™ Nonsense Word Fluency
Examiner shows page of nonsense words to student. Student reads the words.
Score: Number of correct letter sounds student reads in 1 minute.

16. DIBELS™ Oral Reading Fluency (DORF)
Examiner shows reading passage to student. Student reads the passage.
Score: Number of words read correctly in 1 minute.

17. Screening or Progress monitoring assessment96
Expected Progress 80 64
Correct words per minute 48 32 16
Sept Dec Feb May

18. Screening or Progress monitoring assessment in 2nd Grade96
Expected Progress 80 64
Correct words per minute 48 32 16
Sept Dec Feb May

19. Progress Monitoring
Learning is assessed throughout the school year and results are used to inform instructional practice, differentiate instruction, focus professional development efforts, and provide feedback to students and parents.

20. WCPM:. is a strong predictor. highly correlates w/ compre
WCPM: *is a strong predictor *highly correlates w/ compre. *combines rate & accuracy (slow reading or poor accuracy can lead to poor comprehension)

21. Bobby and Jasmine- Grade 3
Bobby read 112 total words in a minute with 2 errors (98% accuracy). This =‘s 110 which is BELOW the benchmark.
Jasmine read 141 words in a minute with 13 errors (91% accuracy). This =‘s 128 which EXCEEDS the benchmark.
Bobby is more accurate and more likely to comprehend what he is reading.

22. When he saw Jan, dkfjkdjfk just kehedld and decided to leave the building. She has been erijndlkjd and that was not all. She has also poipoipoi the proposal and told Jan to eretrere. What a shock! It was time to do something about that. He felt kdkdkd and qkqkqk. Who could blame him? He called his friend, Joe, and the two of them went to ncfjbjdj for a drink. Later that night, his mtkdh asked him to have a much needed talk with her, and that was all he could take. Why did this have to be such a hard day?
Is this instructional level:
91% Accuracy with Decoding

23. What was the main character’s name?
What had Jan been doing?
What did she tell the main character to do?
How did he feel?
Who asked him to have a talk that night?

24. 5 Year Olds Before Learning To Read
Right
Left
Right
Left

25. Good Intervention Normalized Brain Activation Patterns
Right
Left
Before
Intervention
normalized
After
Intervention

26. School -Wide Reading Improvement Model
Goals
Assessment
Instructional Support Teams
Instruction
Leadership Support
Professional Development
Adapted from U Oregon; Ideal Consulting Services, Inc.

27. Interventions should be organized in tiers
Layers of intervention responding to student needs
TIER I
Each tier provides more intensive and supportive intervention
TIER II
TIER
III
Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.
Aimed at preventing reading disabilities

28. Three Tier Model It is a framework for effective planning.
Descriptive, not prescriptive
Emphasizes ongoing data collection and immediate interventions and planning
Can go with any SBRR program
Requires flexible grouping
Requires strong use of data as a guide

29. Response to Intervention Model
-an assessment/intervention model that allows schools to deliver truly differentiated instruction to all students
-a systematic and data based method for identifying, defining, resolving students academic and behavioral difficulties
-requires collaboration across classrooms and between general and special ed

30. Putting it all together while thinking out of the box…