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2. 2 K-3 Scientifically Research Based Comprehensive Reading Programs

3. 3 Why Scientifically Based Research? is not subject to fads and fashions makes teaching more effective, productive, and efficient can be better generalized and replicated across many sites Scientific Research…

4. 4 What Is Scientifically Based Reading Research (SBRR)? SBRR is research that: applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and employs systematic empirical methods that draw on observation or experiment; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; 1.Insert 4 characteristics of scientific research from Reading First legislation and discuss what each one means for our confidence in findings #2 #3 #4

5. 5 relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review SBRR is research that…

6. 6 Important Research Documents

7. 7 Reading First Expectations All students will read at level by the end of third grade Sub-Grantees will use scientifically research based reading programs

8. 8 Reading First Grade Level Expectations States need to know, annually, whether they a)are making progress towards reducing the number of students who are reading below grade level, b)have significantly increased the number of students reading at grade level or above; and c)have significantly increased the percentages of students in ethnic, racial, and low-income populations who are reading at grade level or above.

9. 9 System for Individual Solutions Research-Based Comprehensive Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Research-Based School Designed Interventions Teacher (90 minutes) School

10. 10 System for Individual Solutions Research-Based Comprehensive Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Research-Based School Designed Interventions Professional Development Coaching Mentoring School

11. 11 Research-Based School Designed Interventions System for Individual Solutions Research-Based Comprehensive Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Data

12. 12 System for Individual Solutions Research-Based Comp. Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Research-Based School Designed Interventions 90 minutes Small groups 185 days a year Strategy instruction Correct difficulty Systematic Explicit

13. 13 Types of K-3 Scientifically Research Based Reading Programs 1. Comprehensive reading programs 2. Supplemental reading programs 3. Intervention reading programs

14. 14 K-3 Scientifically Research Based Comprehensive Reading Programs

15. 15 Purpose of Comprehensive Reading Programs Increase the number of students reading at level by: Providing complete instruction in the core components of reading Providing systematic and explicit instruction Providing ample practice for mastery Reducing number of students needing intervention

16. 16 Purpose of Supplemental Reading Programs Provide additional instruction in one or more components of reading: 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension

17. 17 Purpose of Intervention Reading Programs Provide sufficient additional instruction to students performing below grade level to bring them to level in one or more components of reading: 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension

18. 18 More About K-3 Scientifically Research Based Comprehensive Reading Programs

19. 19 Scientifically Based Perspective: 2003 1980 Basal Reading Programs 1990 Literature-based Instruction and Basal Reading Programs 2003 Scientifically Based Comprehensive Reading Programs

20. 20 Defining Characteristics of Scientifically Based Comprehensive Reading Programs 1. Instructional Content 2. Instructional Design

21. 21 Instructional Content of Comprehensive Reading Programs These components present at the appropriate levels: 1. phonemic awareness instruction 2. systematic, explicit phonics instruction 3. fluency instruction 4. vocabulary instruction 5. comprehension instruction

22. 22 Instructional Design of Comprehensive Reading Programs Well-designed programs include: 1. explicit instructional strategies Specific teacher instructions for teaching directly Teacher modeling Explicit student examples 2. coordinated instructional sequences 3. ample practice opportunities 4. aligned student materials

23. 23 Louisiana’s Reading Program Evaluation Process Team of reading experts from around the country Consumers’ Guide to Evaluating a Core Reading Program by Drs. Kame’enui and Simmons Assessed the degree to which the core content and instructional design are scientifically based

24. 24 Classification Process 24

25. 25 More About Instructional Content of Comprehensive Reading Programs These components present at the appropriate levels: 1. phonemic awareness instruction 2. systematic, explicit phonics instruction 3. fluency instruction 4. vocabulary instruction 5. comprehension instruction

26. 26 1.Phonemic Awareness Instruction “Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words.” “Phonemic awareness instruction helps children learn to read.” Put Reading First, pp. 10, 6

27. 27 2. Systematic and Explicit Phonics Instruction “Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction.” “Systematic and explicit phonics instruction significantly improves children’s reading comprehension.” Put Reading First, pp. 13, 14

28. 28 3. Fluency Instruction “Reading fluency is the ability to read a text accurately and quickly.” “Repeated and monitored oral reading improves reading fluency and overall reading achievement.” Put Reading First, pp. 21, 24

29. 29 4. Vocabulary Instruction “Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.” “Students learn vocabulary directly when then are explicitly taught both individual words and word-learning strategies. Direct vocabulary instruction aids reading comprehension.” Put Reading First, p. 35-6

30. 30 5. Comprehension Instruction “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.” “Effective comprehension strategy instruction is explicit, or direct.” Put Reading First, pp. 49, 53

31. 31 More About Instructional Design of Comprehensive Reading Programs Well-designed programs include: 1. explicit instructional strategies Specific teacher instructions for teaching directly Teacher modeling Explicit student examples 2. coordinated instructional sequences 3. ample practice opportunities 4. aligned student materials

32. 32 Design Features: 1. Explicit Instructional Strategies

33. 33 Design Features: 2. Coordinated Instructional Sequences

34. 34 Design Features: 3. Ample Practice

35. 35 Design Features: 4. Aligned Student Materials Example

36. 36 4. Aligned Student Materials Example Research suggests that: “… a high proportion of the words in the earliest selections children read should conform to the phonics they have already been taught. Otherwise they will not have enough opportunity to practice, extend, and refine their knowledge of letter-sound relationships.” Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the commission on reading. Champaign, IL: Center for the Study of Reading.

37. 37 System for Individual Solutions Research-Based Core Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Research-Based School Designed Interventions Professional Development Coaching Mentoring Reading Leadership Team Creation

38. 38 Reading Programs PLUS Professional Development Reading programs contain numerous activities: Professional development should help teachers choose those activities essential for effective reading instruction. Weekly Count for First Grade Reading Programs Program A Program B Program C Program D Program E Instructional Activities179227165190165

39. 39 Reading Programs PLUS Assessment and Intervention Assessment Screening Progress monitoring Outcomes Intervention Daily in-class interventions More explicitness More modeling More practice More corrective feedback Schoolwide interventions

40. 40 Research-Based School Designed Interventions System for Individual Solutions Research-Based Comprehensive Reading Program For All Students Research-Based In-Class Interventions System for More Students Reading At-Level Data

41. 41 Improving the Reading Program by Adding Assessment and Intervention Hartsfield Elementary School Characteristics: –70% Free and Reduced Lunch (increasing) –65% minority (mostly African-American) Elements of Curriculum Change: –Movement to a more research-based reading curriculum beginning in 1994-1995 school year for K-2 (incomplete implementation) –Improved implementation in 1995-1996 Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students

42. 42 Early Screening Identifies Children Who Need Additional Intervention 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade. Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade –Started with lower skills –Made less progress –Fell further and further below grade level as they progressed from first through fourth grade. For example, in one longitudinal study:

43. 43 Early Screening Identifies Children At Risk of Reading Difficulty Grade level corresponding to age 1 2 3 4 Reading grade level 3 2 1 K 4 2.5 5.2 At Risk on Early Screening Low Risk on Early Screening

44. 44 Additional Instructional Intervention Changes Reading Outcomes Four years later, the researchers went back to the same schools. Two major changes were implemented: First, a research-based comprehensive reading program was implemented for all students, and Second, children at risk for reading difficulty were randomly assigned to a control group or to a group receiving substantial instructional intervention.

45. 45 Grade level corresponding to age 1 2 3 4 Reading grade level 4 3 2 1 5 2.5 5.2 Early Intervention Changes Reading Outcomes At Risk on Early Screening Low Risk on Early Screening 3.2 Control With research- based core but without extra instructional intervention 4.9 Intervention With substantial instructional intervention

46. 46 Improved implementation of research-based comprehensive reading program Screening at beginning of first grade, with additional instructional intervention for those in bottom 30-40% 1995 1996 1997 1998 1999 Proportion falling below the 25th percentile in word reading ability at the end of first grade 10 20 30 31.8 20.4 10.9 6.7 3.7 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105) Hartsfield Elementary School Progress Over Five Years

47. 47 How will Reading First help schools and teachers produce successful readers? By focusing on high quality, comprehensive K-3 classroom reading instruction for all children By basing instructional decisions on what works By putting the solid research base about reading instruction into the hands of teachers

48. 48 How will Louisiana schools know if they have a strong reading system?

49. 49 Every third grader will be reading at-level!