1. Effective Reading Instruction: The Teacher Makes the Difference

2. Why is learning to read so important?
Declared the “new civil right”
Without the ability to read
1. cannot fully access democratic rights
2. cannot fully consider political positions
and issues
3. cannot access rights and
responsibilities as citizens
4. the inability to read has been listed as a
national health risk (listed as a life-
threatening disease) because of the effects reading
failure has upon the quality of our lives

3. What is reading?
The learning of a complex set of skills and knowledge that allows individuals to understand visual and print-based information
The goal of reading is to empower readers to learn, grow, and participate in a vibrant and quickly changing information-based world.
The ultimate goal is to comprehend what is read

4. Early reading tools/skills children must acquire:
Phonemic awareness
Letter identification
Understanding concepts about how printed language looks and works
Increasing oral language vocabularies
Understand the connection between spoken language and written language
Decoding with accuracy, speed, and expression

5. Teachers Make the Difference
Competent teachers make the difference in effective reading instruction
The teacher, not the method, makes the real difference in reading success.

6. The Structure of Language
Phonology – sound structures
Orthography – spelling patterns
Graphemes – letters
Morphology – word structure
Syntax – rules that govern our language
Semantic – meaning
Etymology – the study of word and language meanings
Pragmatics – how language is used in different societies

7. The Seven Characteristics of Highly Effective Reading Teachers (group explanations)
Characteristic 1: Highly Effective Reading Teachers Understand How Children Learn Oral Language and How Children Learn to Read
1. development of oral language directly
linked to reading and writing success
2. language is both expressive (verbal & visual)
receptive (decode to construct meaning)

8. Characteristic 2: Highly Effective Reading Teachers Are Excellent Classroom Managers
Allocate classroom space for multiple uses
Supply and arrange classroom materials
Cleary communicate expectations and rules within a positive classroom climate
Employ effective instructional practices
Effectively train students in classroom routines and procedures
Establish a predictable and familiar daily classroom schedule

9. Characteristic 3: Highly Effective Reading Teachers Begin Reading Instruction by First Assessing to Find Out What Students Already Know and Can Do
Determining strengths and weaknesses
Understand multiple purposes of assessment strategies (screening, diagnosis, progress monitoring, outcome assessment)
Use assessment to drive instruction
View reading and writing as a process
Document reading growth
Examining a child’s opportunities to read (school, home, classroom)
Use a variety of assessment strategies during the school year
Integrate assessment, instruction and practice
Use technology for collecting, storing organizing and analyzing assessment data

10. Characteristic 4: Highly Effective Reading Teachers Know How to Meet the Needs of Learners with Special Needs
Differentiating Instruction
Provide instruction addressing specific needs of every child based on continual assessment findings
Translate assessment data into effective instruction
Use multiple instructional strategies
Use multiple organizational and classroom management techniques
Guided reading groups utilized at appropriate levels
Classroom management plan in place and inforced

11. Characteristic 5: Highly Effective Reading Teachers Teach the Essential Components of Reading Using Evidence-Based Instructional Practices
Curriculum essentials
* oral language development
* concepts of print
* letter/sound correspondence
* sight word recognition
* phonemic awareness
* phonics
* fluency
* vocabulary
* comprehension
* writing/spelling

12. Characteristic 6: Highly Effective Reading Teachers Model Reading and Writing Applications Throughout the Day
As children read they learn about how author’s structure their writing, how they select words to convey an idea, how they organize and present their thoughts
Children need to afforded the opportunities to “read like a writer” and “write like a reader” on a daily basis.

13. Characteristic 7: Highly Effective Reading Teachers Partner with Other Teachers, Parents, and Community Members to Ensure Children’s Learning
A teacher’s willingness to reach out to parents and homes is vital to young children’s progress in learning to read successfully.

14. The Five Pillars of Effective Reading Instruction
Teacher Knowledge – Know the sequence skills should be taught in
Classroom Assessment – Essential for making sure every student receives appropriate instruction, and then verifying learning has taken place
Effective Practice – Effective teachers have a plethora of tools to ensure every child is helped to reach their full potential
Differentiating Instruction for Diverse Student Needs – In many schools English is not the first language. Effective reading teachers have the necessary tools for adjusting instruction to children with diverse learning needs so all are able to reach their potential
Family/Community Connections – Teachers can educate adults in to a child’s literacy learning program in proven reading development strategies

15. Characteristics of Good Readers

16. A Good Reader …. Repeats Self-monitors and self-corrects
Searches for meaning, structure and visual information
Uses what they know
Problem solves on the run
Reads for meaning
Uses natural language
Reads fluently

17. Components of the Reading Process
Knowing what reading is and how to deal with books
Recognizing words accurately
Recognizing words with ease and fluency
Understanding and being able to study and learn what is read
Responding actively to reading
Enjoying and appreciating reading

18. *Accomplished readers are able to construct meaning from reading without conscious effort and to combine many abilities into the single act of reading.

19. The Reading Process
Visual Scanning – recognizing individual letters, letter order, and whole words
Sounding Out – matching distinct sounds to written symbols, and combining those sounds and symbols together to form words
Analyzing Sentence Structure – using rules of grammar, mechanics, and spelling to connect words to form sentences
Deriving Meaning from Text – relying on prior knowledge and real-life experiences to see and understand the written message.

20. Phases of the Reading Diagnosis
1. Determining the existence of a reading problem.
2. Investigating the 5 correlates of reading disability.
These include:
Environmental, Emotional, Physical,
Intellectual, and Language Factors.
3.Determining the general reading level and areas of reading difficulties.
4.Determining specific areas of reading strengths and weaknesses.
5.Developing a teaching plan.
6.Using diagnostic teaching to monitor ongoing needs.

21. Five Correlates of Reading -What to look for:
PHYSICAL DEVELOPMENT
Hearing
Vision
General Health
Neurological
ENVIRONMENT
Home
School
Educational History
Attendance
Social and Cultural
INTELLECTUAL DEVELOPMENT IQ
Other Testing
EMOTIONAL DEVELOPMENT
Problems that may impede learning
LANGAUGE DEVELOPMENT
Oral Language
Speech