1. Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Reading Comprehension Edward J. Kame’enui, Ph. D. & Patricia Ann Travers, Ed. S. Oregon Reading First Center

2. Kame'enui & Travers © 2004 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs  Oregon Reading First Supplemental and Intervention Curriculum Review Panel

3. Kame'enui & Travers © 2004 3 Content Development Content developed by: Edward J. Kame’enui, Ph. D. Professor, College of Education University of Oregon Patricia Ann Travers, Ed. S. Oregon Reading First Regional Consultant Boise State University Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon

4. Kame'enui & Travers © 2004 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Kame'enui & Travers © 2004 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Kame'enui & Travers © 2004 6 Today’s Focus IBR Guiding Questions 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

7. Kame'enui & Travers © 2004 7 The objectives of today’s session are to: 1.Review items on the Supplemental/ Intervention Consumer's Guide for reading comprehension. 2.Review data on all S/I reading comprehension programs. 3.Discuss overall strengths and weaknesses found in all S/I reading comprehension programs. 4.Provide an overview of selected S/I reading comprehension programs. Objectives: What You Will Learn and Do

8. Kame'enui & Travers © 2004 8 Consumer’s Guide: Comprehension Items

9. Kame'enui & Travers © 2004 9 Consumer’s Guide: Comprehension Items (cont.)

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12. Kame'enui & Travers © 2004 12 Evidence of Sufficient Instructional Quality for Comprehension Programs  Teaches background information or activates prior knowledge to increase a student’s understanding of what is read.  The text for initial instruction in comprehension: (a) begins with text units appropriate for the learner; (b) uses familiar vocabulary; and (c) uses simple sentences.  Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order.

13. Kame'enui & Travers © 2004 13  Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information.  Teaches explicit strategy to interpret information from graphs, diagrams, and charts.  Models and guides students through story structure (e.g., setting, problem), thinking out loud as elements are identified.  Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain a consistent focus. Evidence of Insufficient Instructional Quality for Comprehension Programs

14. Kame'enui & Travers © 2004 14 Name of Program: Little Readers Publisher: Great Source Education Group (A Houghton Mifflin Company) (1997)  Structure of Materials: 9 sets of Little Readers that include 3 sets each of “Easy” (emergent reader), “Medium” (early reader), and “Difficult” (more skilled reader) levels. Each set contains four stories.  Purpose of Materials: (a) “Designed especially for beginning readers in Kindergarten through early Grade 2”; (b) “Reading instruction begins by the teacher observing the readers in order to determine what they can do; (c) “Instruction can then be scaffolded through selection of text, the approach to reading the text, and the choice of related activities” (p. 1). Sample Program: Little Readers

15. Kame'enui & Travers © 2004 15 Four Stages: 1.Emergent readers: Start to focus on the match between spoken and written words. Beginning to build a reading vocabulary and can identify some words. Uses pictures to predict meaning. 2.Early readers: Better able to self-correct. Have rapidly growing sight vocabulary and able to read increasingly complex material. Uses pictures to check meaning. Reader’s Development

16. Kame'enui & Travers © 2004 16 Four Stages: 3.Transitional readers: Children who have become increasingly comfortable with written language. Starting to read more complex, less predictable texts. More independent and can use strategies such as predicting, confirming, and self-correcting on their own. 4.Self-extending: Children using all sources of information in an integrated, flexible manner (Clay). Able to self-correct and can sustain reading of longer, more complex texts. Reader’s Development

17. Kame'enui & Travers © 2004 17 Approaches to Reading Four effective approaches to reading can be placed on a continuum according to level of support: 1.Reading Aloud: Teacher models the how and why of reading. 2.Shared Reading: Teacher shares the process by reading the book aloud as children follow, then invites children to join in a repeat reading.

18. Kame'enui & Travers © 2004 18 Approaches to Reading 3.Guided Reading: A small group context in which students read for themselves. After students read the book on their own, the teacher assists in reviewing and responding to the story. 4.Independent Reading: When the child reads material without assistance.

19. Kame'enui & Travers © 2004 19 Little Readers  Strengths  Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. (F)  The text for initial instruction in comprehension:(a) begins with text units appropriate for the learner; (b) uses familiar vocabulary; and (c) uses simple sentences. (F)  Provides guided practice and systematic review of critical comprehension strategies. (P+)  Weaknesses  Fails to connect previously taught skills and strategies with new content and text.(E)  Fails to explicitly teach critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) by providing multiple examples. (E+)

20. Kame'enui & Travers © 2004 20 Sample Program: Comprehension Plus Name of Program: Comprehension Plus Publisher: Modern Curriculum Press (2002)  Structure of Materials : Six-level (A-F) comprehension program that includes a range of text difficulty from 1.0-6.6 for grades 1-6.  Purpose of Materials : (a) “Designed to provide direct instruction in key comprehension skills and reading strategies,” using high-interest fictional stories and informational text, (b) Students are taught the strategies to comprehend written text and are provided practice activities that allow them to apply the skills and strategies in meaningful context.

21. Kame'enui & Travers © 2004 21 Reader’s Development The reader: 1.Previews text by looking at the title, pictures, and print. 2.Builds background knowledge by activating appropriate prior knowledge through self- question, the vocabulary, and the structure in which the selection is presented. 3.Sets a purpose by asking questions about what s/he wants to learn. 4.Checks understanding of text by paraphrasing.

22. Kame'enui & Travers © 2004 22 Reader’s Development 5.Monitors comprehension by using context clues to figure out unknown words by imagining, inferencing, and predicting. 6.Integrates new concepts with existing knowledge. 7.Summarizes what has been read by identifying the plot of the story or main idea of the text. 8.Evaluates ideas contained in the text. 9.Applies ideas in the text to unique situations.

23. Kame'enui & Travers © 2004 23 Approaches to Reading The teacher: 1.Focuses Instruction: The teacher informs students of the purpose of the lesson. 2.Provides Explanations and Models: The teacher introduces new comprehension skills through questions, demonstrations, or explanations. The skills taught are tied to an underlying strategy. The teacher provides direct instruction on a strategy for each comprehension skill, often using graphic organizers and semantic maps.

24. Kame'enui & Travers © 2004 24 Approaches to Reading 3.Guides Initial Practice: The teacher models skills and strategies by introducing vocabulary and has students preview the passage prior to reading the passage. The teacher checks comprehension by asking questions and practicing vocabulary after the student has read the passage. 4.Independent Practice and Application: Students try out the learned strategies on their own and are encouraged to apply their skills and strategies independently.

25. Kame'enui & Travers © 2004 25 Comprehension Plus  Strengths  Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which ideas follow a logical order. (F)  Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) by providing multiple examples. (P+)  Provides guided practice and systematic review of critical comprehension strategies. (P+)  Connects previously taught skills and strategies with new content and text. (P+)  Weaknesses  Fails to teach background information or to activate prior knowledge to increase a student’s understanding of what is read. (E)  Fails to explicitly teach critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) by providing multiple examples. (E+)  Fails to teach conventions of informational text (e.g. titles, chapter headings) to locate important information.(E+)

26. Kame'enui & Travers © 2004 26 Comprehension Plus  Strengths  Models and guides students through story structure (e.g., setting, problem), thinking out loud as elements are identified. (P, P+,P+)  Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain a consistent focus. (P+)  Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (P+)

27. Kame'enui & Travers © 2004 27 Sample Program: Discovery World Name of Program: Discovery World Publisher: Rigby  Structure of Material: 40 nonfiction books and 14 big books are divided into three levels: Yellow level (emergent readers), Orange level (early readers), and Red level (fluent reader). There are eight books in the Yellow level, sixteen in the Orange level, and sixteen in the Red level.  Purpose of Material: “Teaches children from the beginning of their school experience to understand and use many elements of nonfiction.” Elements include: selecting an appropriate book, using appropriate reading strategies, gaining information from charts and diagrams, and using different text types.

28. Kame'enui & Travers © 2004 28 Reader’s Development Three Stages  Emergent Reader: Through very simple questions and directions, the text encourages children to interact with the photographs and illustrations. Other elements that are introduced include using a book cover for information and reading simple labels, charts, and diagrams. Four big books are available.  Early Readers: Books progress in difficulty. Elements of nonfiction that are introduced include book covers, headings, labels and captions, charts and diagrams, a simple time line, and alphabetic order. Five big books are available.

29. Kame'enui & Travers © 2004 29 Reader’s Development 3.Fluent Readers: Books review previously taught elements and introduces more challenging concepts including: using a glossary, reading scale diagrams, understanding lists with bullets and icons, using maps and keys, and following detailed directions. Five big books are available.

30. Kame'enui & Travers © 2004 30 Discovery World  Strengths  Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (F)  Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (F)  Connects previously taught skills and strategies with new content and text. (P+)  Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. (P+)  Weaknesses  Fails to provide guided practice and systematic review of critical comprehension strategies. (E)  Fails to model and guide students through a story structure (e.g., setting, problem) to think out loud as elements are being identified. (E)

31. Kame'enui & Travers © 2004 31 Discovery World  Strengths  The text for initial instruction in comprehension:(a) begins with text units appropriate for the learner; (b) uses familiar vocabulary; and (c) uses simple sentences. (P+)  Uses text in which the main idea or comprehension unit is explicitly stated and clear. The ideas follow a logical order. (P+)