1. Learning to Read from Kindergarten through Second Grade: The challenge of student diversity
Dr. Joseph K. Torgesen
Florida Center for Reading Research at
Florida State University
WFSU Early Learning Symposium, May, 2006
I’m going to write some text to go with these slides, butit must necessarily be sketchy at this point. If you have any questions about any of the comments or slides, you can always me. I will either refer you to something to read, or try to write a more elaborated explanation.

2. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading
1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.

3. The nature of the reading crises….
“Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy”
Report of the National Research Council
Its important to note that we are not doing worse at this point than we have done before, but rather than everyone is worried about the achievement gap because of the accelerated demands for literacy in our society

4. Increasing demands for higher levels of literacy in the workforce require that we do better than we have ever done before in teaching all children to read well.
So, we must do better than we have ever done before

5. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading
1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills
2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.

6. There are serious consequences that follow from getting a slow start in learning to read….
Poor readers get less reading practice from the beginning of first grade
Good
Average
Poor
Mean words read by each child in reading sessions at three points in the year
Biemiller, 90 80 70 60 50 40 30 20 10
October January April

7. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading
1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills
2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.
3. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children

8. Florida’s improvement on the 4th grade NAEP since 1998

9. If you could be granted one wish to help us do even better, what would it be?
Greater funding?
Greater parental support?
Better prepared teachers?
How about less diversity among our students in their talent and preparation for learning to read?
Better prepared principals?
More hours in the day?
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Fewer hours in the day?
Better physical facilities?
Higher pay for teachers, principals, and coaches?

10. Diversity among students in their talent and preparation for learning to read is one of the major obstacles in our efforts to teach all student to read.
A central problem in reading instruction arises, not from the absolute level of children’s preparation for learning to read, but from the diversity in their levels of preparation
(Olson, 1998)

11. What are the most important ways children are diverse-when it comes to learning to read?
1. They are diverse in their talent and their preparation for learning to read words accurately and fluently
Specifically, children are very diverse in their sensitivity to the phonological features of language. This causes differences in:
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Early growth of phonemic awareness
Ability to learn letter/sound relationships
Skill in applying phonemic decoding strategies to support accurate reading of text

12. What are the most important ways children are diverse-when it comes to learning to read?
1. They are diverse in their talent and their preparation for learning to read words accurately and fluently
Children can be weak in the phonological domain for either of two reasons:
Biologically based weaknesses in ability to process phonological information
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Lack of learning opportunities in the pre-school environment

13. Talent and preparation in phonological skills varies widely in the population
Children can be strong in this area-like my grandson Andrew
Percentile Ranks
50th
16th
84th
2nd
98th 70 85
100
115
130
Standard Scores

15. Talent and preparation in phonological skills varies widely in the population
Children can be moderately weak in this area-like David
Percentile Ranks
50th
16th
84th
2nd
98th 70 85
100
115
130
Standard Scores

16. David

17. Talent and preparation in phonological skills varies widely in the population
Serious difficulties-probably require special interventions and a lot of extra support-like Alexis
Percentile Ranks
50th
16th
84th
2nd
98th 70 85
100
115
130
Standard Scores

18. The story of Alexis….

19. What are the most important ways children are diverse-when it comes to learning to read?
1. They are diverse in their talent and their preparation for learning to read words accurately and fluently
2. They are diverse in their oral language knowledge and abilities-vocabulary and world knowledge
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
3. They are diverse in their abilities to manage their learning behaviors and their motivation to apply them selves to learning to read

20. A three pronged plan for meeting the needs of all students
1. Increase the quality, consistency, and reach of instruction in every K-3 classroom
2. Conduct timely and valid assessments of reading growth to identify struggling readers
3. Provide more intensive interventions to “catch up” the struggling readers
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
The prevention of reading difficulties is a school-level challenge

21. 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom
Instruction during the Reading Period is typically divided into two sections
Whole group instruction -
Small group, differentiated instruction, time
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

22. Classroom organization should be related to teaching objectives

23. 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom
Instruction during the Reading Period is typically divided into two sections
Whole group instruction -
Small group, differentiated instruction, time
Teacher works with small groups of homogeneously grouped students to meet specific instructional needs
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
When not in a teacher-led group, students work on “independent student learning activities

24. Classroom Organization: Learning Centers for differentiated groups
Teacher-Led Center (for part of time)
Small group instruction (teaching station)
Teaching “on purpose”
Careful observation of individual students
Addresses particular individual needs
Could show the intervention video from the National Academy--brief
Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities.
Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning.
Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction.
Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.
Student Centers (for part of time)
- Academically engaged
- Accountability
- Group, Pair, Cooperative, Individual

25. Classroom Organization: Learning Centers for differentiated groups
Points of vulnerability with this system
Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly
Could show the intervention video from the National Academy--brief
Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities.
Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning.
Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction.
Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.

26. Effective independent student learning activities…

27. Classroom Organization: Learning Centers for differentiated groups
Points of vulnerability with this system
Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly
To download up to 240 independent student learning activities for K-1 classrooms, go to
Could show the intervention video from the National Academy--brief
Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities.
Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning.
Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction.
Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.
Instructions for using centers are also available, plus 70 minutes of streaming video

33. Classroom Organization: Learning Centers for differentiated groups
Points of vulnerability with this system
Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly
Behavior management issues interfere with teacher-led small group instruction
Could show the intervention video from the National Academy--brief
Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities.
Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning.
Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction.
Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.
Small group instruction is not really differentiated (time, frequency, focus) by student need

34. Increasing the quality and power of teacher-led, small-group, differentiated instruction
Instruction should be differentiated to meet the needs of individual students in at least four ways
Frequency and duration of meeting in small groups – every day, three times per week, etc.
Size of instructional group – 3 students, 6 students, 8 students, etc.
Focus of instruction – work in phonemic awareness in phonics, work in fluency and comprehension, etc.
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Lesson format – guided reading vs. skills focused lessons

35. Differentiated instruction in small groups

36. Teachers should provide differentiated instruction using at least two different lesson formats
Guided Reading Lesson Structure
Purpose: to allow students to integrate their new acquired skills and knowledge while reading text for meaning
Selecting the text
Introducing the text
Reading the text
Discussing the text
Teaching for strategic activities
Extending meaning (optional)
Word Work (optional)
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

37. Guided Reading Lesson Structure
The Guided Reading lesson structure provides teachers the opportunities to monitor how well students are applying skills to reading of text, encourage and support application of skills during text reading (e.g., word level skills and comprehension skills), engage students in thinking about the meaning of text, and build a sense of reading as a meaningful, enjoyable activity.
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

38. Guided Reading Lesson Structure
Limitations for students still acquiring initial skills
Does not support systematic instruction and practice on foundational knowledge and skills
Does not provide enough opportunities for mastery oriented practice on foundational skills
Does not provide a good structure for systematic review required by struggling readers
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Often, the leveled books used in guided reading lessons do not provide good practice on early phonemic decoding skills

39. The Skills focused lesson format
Purpose:
Provide explicit and systematic instruction
Provide targeted and teacher-planned instruction in areas of weakness
Provide mastery and fluency oriented practice in critical skills and knowledge
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

40. Work on phonemic awareness

41. Acquiring fluent letter/sound skills

42. Focused work on blending

43. Directly building sight recognition of high utility words

44. Controlled, choral reading practice

45. Comprehension-story grammar…

46. The Skills focused lesson format
Strengths
Allows explicit re-teaching
Provides extended opportunities for mastery oriented practice to solidly establish fundamental skills
Challenges
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Can be dull and boring if not fast paced, energetic, and positive
Once skills are established, they must be integrated during reading for meaning

47. Three good books for summer reading
Bringing Words to Life:
Robust Vocabulary Instruction
Beck, McKeown, & Kucan: Guilford (2002)
Making Sense of Phonics:
The Hows and Whys
Isabel Beck: Guilford (2006)
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Comprehension Process Instruction:
Creating Success in Grades K-3
Block, Rogers, & Johnson (2004)

48. Diversity in talent and preparation
The challenge of diversity in talent and preparation for learning to read: A review
Diversity in talent and preparation
Alexis
David
Andrew
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.
Diversity of educational response

49. More powerfully differentiated instruction from classroom teacher
The challenge of diversity in talent and preparation for learning to read: A review
Diversity in talent and preparation
Alexis
David
Andrew
Diversity of educational response
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. 30 70
More powerfully differentiated instruction from classroom teacher

50. Diversity in talent and preparation
The challenge of diversity in talent and preparation for learning to read: A review
Diversity in talent and preparation
Alexis
David
Andrew
Diversity of educational response
Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. 30 70
Students served by school-level intervention system

51. One important way to increase the power of instruction during the reading block is to have some of the small group instruction provided by another teacher or paraprofessional
Resource teacher and group of 3
Classroom teacher and group of 7
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Independent Learning Activity (4)
Independent Learning Activity (3)
Independent Learning Activity (4)

52. The complete package….
Improved initial instruction to the whole class from the classroom teacher
More powerfully differentiated small group instruction, responsive to differences in student need, from the classroom teacher
Regular and Reliable assessments that measure student growth in critical reading skills
How candid is Jack Welch?
What kind of aligner is he?!
Additional instructional resources so that intensity of instruction may be dramatically increased for our most struggling readers

53. Something to remember:
“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.”
Willa A. Foster

54. Science of Reading Section
Thank You
Science of Reading Section